The impact of guided inquiry-based learning in enhancing problem-solving skills among Grade 11 Development Studies learners
| dc.contributor.author | Mathaha, Puseletso | |
| dc.date.accessioned | 2024-09-26T12:01:40Z | |
| dc.date.available | 2024-09-26T12:01:40Z | |
| dc.date.issued | 2024-09 | |
| dc.description.abstract | Teaching and learning in the 21st century necessitate a paradigm shift in the educational system, with a stronger emphasis on learner-centered methods. Constructivist theorists posit that learner- centered approaches can foster the development of skills valuable in both academic and personal contexts. This study aimed to investigate the efficacy of guided inquiry-based learning (IBL) in enhancing problem-solving abilities among Grade 11 Development Studies learners at a high school in Maseru. The theoretical framework for this study was grounded in the IDEAL model of problem-solving, developed by Bransford and Stein (1984). A two-group pre-test and post-test quasi-experimental design was employed to collect quantitative data on the effectiveness of guided IBL compared to traditional teaching and learning methods, within a positivist paradigm. The findings indicate that guided IBL is more effective in improving problem-solving skills among Development Studies learners than traditional learning methods. Specifically, the study revealed that at the pre-test level, both the control and experimental groups were statistically equivalent, with a recorded p-value of 0.702 (>0.05), indicating no significant differences in the learners' initial problem-solving abilities. After the intervention, the experimental group significantly outperformed the control group (p = 0.000 < 0.05). Furthermore, observations showed that learners found it easier to solve problems when actively engaged in the learning process through inquiry. The Likert scale responses also indicated that learners were satisfied with the use of guided IBL in their classroom. While the study suggests that learners are better equipped to solve problems when actively engaged in the classroom, it also emphasises that teachers should facilitate this process by allowing students to ask questions and providing ongoing support throughout the learning process. Additionally, the study recommends that teachers be encouraged to adopt learner-centered approaches, such as guided IBL, to help learners acquire critical skills.Assessment and monitoring mechanisms should also be implemented to ensure the effective adoption of these teaching and learning strategie | en |
| dc.description.sponsorship | National Manpower Development Secretariat | en |
| dc.identifier.uri | https://hdl.handle.net/20.500.14155/2113 | |
| dc.language.iso | en | en |
| dc.publisher | National University of Lesotho | en |
| dc.subject | Problem-solving, Education for Self-reliance, Guided IBL and 21st-century skills | en |
| dc.title | The impact of guided inquiry-based learning in enhancing problem-solving skills among Grade 11 Development Studies learners | en |
| dc.title.alternative | Insights from one high school in Maseru district | en |
| dc.type | Master's Thesis | en |