Authors : Deborah, Miri Gotep; Iliya, Godiya Bako; Henry David Katniyon

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/yc3k58j3

Scribd : https://tinyurl.com/3p4t8ys9

DOI : https://doi.org/10.38124/ijisrt/26apr1818

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated teachers’ inquiry-based learning (IBL) practices in the teaching of Basic Science and Technology (BST) in junior secondary schools in Plateau State, Nigeria. The study was motivated by the need to improve science instruction in line with contemporary learner-centered pedagogies and the expectations of the Nigerian Educational Research and Development Council (NERDC, 2012) curriculum. Specifically, the study examined the extent to which teachers engage in inquiry-based practices, the challenges affecting its implementation, the alignment of such practices with curriculum expectations, and the influence of gender on implementation. A descriptive survey research design was adopted for the study. The population comprised all BST teachers in junior secondary schools across the three education zones of Plateau State, from which a sample of 120 teachers was selected using a multi-stage sampling technique. Data were collected using a researcher-developed instrument titled Teachers’ Inquiry-Based Learning Practices Questionnaire (TIBLPQ), which was validated by experts and yielded a reliability coefficient of 0.70 using Cronbach’s Alpha. Data analysis was carried out using the Statistical Package for Social Sciences (SPSS), employing both descriptive statistics (mean and standard deviation) and inferential statistics (Pearson Product Moment Correlation and independent samples t-test) at a 0.05 level of significance. The findings revealed that teachers’ engagement in inquiry-based learning practices was generally moderate to high. Practices such as group work, observation of student interaction, and the use of prior knowledge were highly implemented, while probing questioning and brainstorming were only moderately practiced. Inadequate resources emerged as the most critical challenge affecting the implementation of inquiry-based learning, alongside factors such as large class size, time constraints, and insufficient training. The results further indicated that there was no statistically significant relationship between teachers’ inquiry-based practices and the challenges encountered. Additionally, no significant difference was found between male and female teachers in the implementation of inquiry-based learning, indicating that gender does not influence its adoption. The study concludes that although teachers demonstrate a reasonable level of awareness and application of inquirybased learning strategies, their effectiveness is constrained by systemic and infrastructural limitations. It is therefore recommended that government and educational stakeholders provide adequate instructional resources, strengthen teacher professional development programmes, and ensure effective monitoring of curriculum implementation to enhance the successful integration of inquiry-based learning in Basic Science and Technology classrooms.

Keywords : Inquiry-Based Learning, Basic Science and Technology, Teaching Practices, Instructional Challenges, Gender, Plateau State.

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