Contribution of the inquiry-based learning to English use in teaching biology subject in Malawi, Rwanda, and Tanzania secondary schools

Abstract

The contribution of the inquiry-based learning (IBL) to ensure effective teaching of biology in secondary education has not yet been fully studied in Sub-Saharan African countries. To fill the gaps, research has been conducted in Malawi, Rwanda, and Tanzania. Data were collected by using interviews, focus group discussions, and lesson observations before and after the intervention consisting of training biology teachers on inquiry-based learning and 5Es instructional model. Results showed that teacher-centred approach dominated the pre- intervention phase, while the IBL was observed in lesson planning and delivery, and there was a shift from teacher to a leaner-centred approach after the intervention. Most teachers established activities promoting the understanding of the subject content, use of the language of instruction, change of attitudes and improving the performance of students. We conclude that the intervention improved biology teaching, the language of instruction and performance of students.