Inquiry-Based Learning on History and Government KCSE Performance: An Evidence of Secondary Schools in Kericho County, Kenya

Albine Kipkoech Langat; Julia Situma; Moses Kapkiai

doi:10.37284/eajes.5.3.871

Albine Kipkoech Langat Kisii University
Julia Situma, PhD Kisii University
Moses Kapkiai, PhD Kisii University

DOI: https://doi.org/10.37284/eajes.5.3.871

Keywords: Inquiry-based Learning, History and Geography, Secondary Schools, Kericho County, Kenya

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Abstract

History and Government academic performance of secondary schools in Kericho has been declining as from 2016 to 2019 in Kenya Certificate of Secondary Education results have been declining. The examination aims to determine the influence of inquiry-based on History and Government performance in high schools in Kericho County. The research utilized a descriptive survey research design. A sample of 361 respondents from a target of 503 History teachers, 2340 History and Government students, as well as 230 heads of departments were selected using a stratified sampling technique. Questionnaires, structured interviews, and observation schedules were employed to obtain primary information. Evaluation of data were performed in the form of frequencies, percentages, mean, and Pearson Correlation. Inquiry-based learning was significant in the achievement of History and Government. This reduced cramming and increased the cognitive development of students. There was a considerable relationship the study concluded between inquiry-based learning and achievement of History and Government. It also recommended the government play a major role in ensuring the provision of teaching resources that would assist in the utilization of innovative learning methods

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