Teachers’ Preparedness for Inquiry-Based Learning in the Teaching of Social Studies at Junior Schools in Keiyo North Sub-County, Elgeyo-Marakwet County, Kenya

Abstract

Kenya introduced the Competency Based Curriculum (CBC) in 2017–2018 to shift from rote learning toward skills, critical thinking and learner-centered approaches. Inquiry-Based Learning (IBL) is central to this reform, engaging students in authentic investigations where they pose questions, gather evidence, and construct their understanding. IBL is particularly effective in Social Studies, as it encourages students to explore real-world issues, ask questions and build knowledge through exploration and discussion. Effective implementation of this approach, however, depends especially on teachers’ preparedness. Despite this policy direction, concerns persist regarding the capacity of teachers to apply IBL effectively in classrooms. Therefore, this study aimed at examining teachers’ preparedness for inquiry-based learning in the teaching of Social Studies at Junior Secondary Schools in Keiyo North Sub County, Elgeyo Marakwet County. The study was grounded on Constructivist Theory by Jean Piaget (1920) and Lev Vygotsky (1934) as well as Experiential Learning Theory by David Kolb (1976). Descriptive research design was employed using a mixed-methods approach. The target population included 577 Grade 7 and 8 learners and 85 Social Studies teachers from 72 public junior schools in Keiyo North Sub-County. Using Yamane’s (1967) sample size formula, the study sampled 236 learners, 70 Social Studies teachers, and 61 schools. Data collection involved questionnaires, interviews, and classroom observations. A pilot study was conducted to test and refine the research instruments, ensuring both validity and reliability. Quantitative data was coded and analyzed using SPSS version 29 through descriptive statistics. Qualitative data was analyzed thematically to complement and explain quantitative findings. The study revealed that majority of Social Studies teachers in Keiyo North Sub-County possessed a moderate understanding of Inquiry-Based Learning (IBL) and expressed confidence in its classroom application. A significant number of students corroborated the frequent use of IBL strategies, including group work, real-life problem-solving, and fieldwork, by their teachers. However, challenges were identified in providing research instructions and assigning independent or collaborative research tasks. Despite over 80% of teachers reporting participation in IBL professional development and 81.2% indicating frequent use in lessons, 18.8% reported never applying IBL. Furthermore, while 62.7% of junior school teachers and 69.5% of headteachers reported familiarity with IBL while (37.3% of teachers and 30.5% of headteachers) had not received relevant training. Headteachers generally assessed the majority of teachers as moderately prepared, though 18.6% were deemed unprepared. To strengthen the implementation of inquiry-based learning (IBL) in Social Studies, the Ministry of Education, through the Teachers Service Commission and Kenya Institute of Curriculum Development, should intensify in-service training focused on IBL strategies. School leadership should also facilitate regular professional development workshops, peer learning sessions, and mentorship programs to build teacher confidence and competence.