Relationship between diversity and organisational performance of state corporations in the Coastal region of Kenya
Instructional strategies/techniques, approaches, and methods, when used appropriately, are likely to significantly influence academic achievement at all levels of education. The purpose of this study was to investigate the influence of reflective inquiry-based teaching on public secondary school students‟ performance in geography map work in Kenya. The specific objectives of the study were to: (i) determine how teacher professional qualifications influence the utilization of reflective inquiry methods in the teaching of geography map work; (ii) investigate the effect of the reflective inquiry-based method on students‟ performance in secondary school geography map work; (iii) investigate the influence of students attitudes on learners‟ performance in secondary school geography map work, and (iv) establish how teacher attitude towards the use of reflective inquiry (action, engagement, exploration, explanation, elaboration, and evaluation) influences students‟ performance in secondary school geography map work. The study targeted both the teachers and Form 3 students in public secondary schools in Nyanza, Western and Rift Valley regions in Kenya. Quasi-experimental research design was used to guide this study. Data was collected using questionnaires, document analysis, interviews, observation, pre-test and post-test methods. During data collection, adequate steps were taken to preserve the integrity and identity of the participants including procuring consent to carry out the study. Data was analyzed using means, standard deviations, percentages, t-test and analysis of variance (ANOVA). The findings indicate that there is a significant difference in learner performance in geography map work (t(236) = 22 , p < 0.05) between students who are taught using reflective inquiry-based teaching method and those taught using traditional methods of teaching geography map work in public secondary schools. This implies that public secondary school students are likely to perform better in map work activities when taught using reflective inquiry-based method in addition to the traditional methods of teaching geography map work. The study also established that teacher qualifications positively influence students‟ performance (F(3,115) = 1.295, p=.828) in geography map work. Findings also indicate that students have positive attitude towards map work activities (F(2, 236) = 132.38, p=1.26) when taught using reflective inquiry in addition to the traditional methods of teaching geography. Against these findings, there is need to have teachers and instructional supervisors of geography trained in reflective inquiry-based teaching method and also have instructional materials that incorporate this method of teaching in schools. The findings are also likely to inform curriculum developers on use of reflective-inquiry-based teaching method in teaching school geography map work. Consequently, further research is recommended on reflective inquiry-based teaching to determine the steps on how it can be integrated in secondary school teaching system.
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