Effect of guided inquiry-based experiments on students’ acquisition of physics practical skills in ordinary level secondary schools in Tanzania

Authors

  • Baraka Mbata Department of Educational Psychology and Curriculum Studies, School of Education, University of Dar es Salaam, Tanzania
  • Venance Timothy Department of Educational Psychology and Curriculum Studies, Dar es Salaam University College of Education, Tanzania
  • Wadrine Maro

Keywords:

acquistion, guided learning experiments, practical skills, physics learning

Abstract

This study investigated the effect of Guided Inquiry-Based Experiments (GIBE) on students’ acquisition of Physics practical skills in Ordinary-level secondary schools in Tanzania. The study applied a quasi-experimental design and involved 82 participants. Data were collected by using the observation rubric and analysed through descriptive and inferential statistics techniques. Results indicate a significant difference in the mean scores with a large effect size for the acquisition of Physics practical skills in the domain of design, execution, analysis and evaluation between students in the experimental school and the control school.  These findings suggest that GIBE is superior to Traditional-Based Experiments (TBE) in enhancing students’ acquisition of practical skills in Physics. Therefore, Physics teachers should be encouraged to integrate laboratory practical activities in the form of GIBE in Physics lessons to enhance students’ acquisition of practical skills which are essential attributes for effective learning of Physics.

Author Biography

Baraka Mbata, Department of Educational Psychology and Curriculum Studies, School of Education, University of Dar es Salaam, Tanzania

This study investigated the effect of Guided Inquiry-Based Experiments (GIBE) on students’ acquisition of Physics practical skills in Ordinary-level secondary schools in Tanzania. The study applied a quasi-experimental design and involved 82 participants. Data were collected by using the observation rubric and analysed through descriptive and inferential statistics techniques. Results indicate a significant difference in the mean scores with a large effect size for the acquisition of Physics practical skills in the domain of design, execution, analysis and evaluation between students in the experimental school and the control school.  These findings suggest that GIBE is superior to Traditional-Based Experiments (TBE) in enhancing students’ acquisition of practical skills in Physics. Therefore, Physics teachers should be encouraged to integrate laboratory practical activities in the form of GIBE in Physics lessons to enhance students’ acquisition of practical skills which are essential attributes for effective learning of Physics.

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Published

11.03.2025