Implementation of inquiry-based practical activities in science classrooms in middle schools of Addis Ababa, Ethiopia

Abstract

This study investigates the implementation of inquiry-based practical activities, and compares the execution of teaching strategies in science classrooms in middle schools among the sub-cities of Addis Ababa, Ethiopia. Using a survey-method and descriptive design, the research involved 120 science teachers, 1587 students, 22 randomly selected middle schools from the eleven sub-cities. A data collection methods questionnaire for teachers and students was used. Findings reveal that low or ineffective implementation of inquiry-based practical activities with a predominant reliance on lecture-based methods in the targeted middle schools in all sub-cities. Similarly, all respondents also agreed on the application of traditional-lecture method during teaching-learning science subjects with significance differences in their comprehension to implement the inquiry-based practical methods in all sub-cities. Thus, the study underscores the necessity of a strategic shift towards more interactive and student-cantered teaching methods to enhance science education in middle schools. Accordingly, the Addis Ababa city administration education bureau should focus on improving the teaching and learning process of science subjects in middle schools, particularly teachers' skills, by preparing professional training for teachers and raising awareness among students and stakeholders, such as parents, community members, and policymakers, regarding the significance of inquiry-based practical activities in science education.

Keywords

• implementation
• inquiry-based practical activity
• science education
• middle school