Inquiry Based Learning for Effective Development of the Twenty First Century Skills in Secondary Agriculture Classrooms in Kenya

Abstract

Currently, the Kenyan government is investing in senior and junior secondary school teacher retooling and the promotion of learner centered pedagogies such as Inquiry Based Learning (IBL), Problem Based Learning (PBL) and Project Based Learning (PBL) among others. Learner centred pedagogies are considered the best practices in learning in that it considers the learners’ needs, capacities and interest. In an era where agricultural education faces the dual challenge of incorporating modern pedagogical approaches while addressing real-world farming needs, there remains a critical gap between traditional teaching methods and the development of essential 21st-century skills in Kenyan secondary schools. This study aimed to determine the skills acquired through IBL and identify agricultural technologies which include use of hybrid seeds, irrigation, fertilizer application, pest control, drying, long term preservation and storage in crop farming. IBL gives the learner active control over the learning process and emphasize on performance-based learning where learners carry out tasks facilitated by the teacher. Inquiry based learning is a way of learning by discovery. Learners carry out activities to answer questions or discover. This not only prepare students for academic success but also help them to be lifelong learners who are equipped with skills to face the real world. The research employed a systematic literature review with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. The PRISMA guidelines allows for the researcher to search records and screen duplicates, screen the abstract and full text and then arrive at the final included studies. A comprehensive search of ERIC, Research Gate, JSTOR, Web of Science and Google Scholar databases yielded 98 articles, with 15 selected for analysis based on its relevance globally, in sub-Saharan Africa and specifically in Kenya. The meta-analysis synthesized quantitative data to assess IBL's impact on skill development from the year 2019 to 2024. An inductive content analysis was performed to thematize the categories identified in the data extraction. From the searched studies published with significant findings, the findings indicated that IBL enhanced learning and motivation skills, curiosity and imagination. However, information media and technology, life and career skills, Social and cross-cultural skills were moderately developed. The study also revealed a range of agricultural technologies used in schools, with drip irrigation and greenhouses being the most prevalent. Key barriers to the implementation of IBL include; some of the students struggling with taking an active role in their learning which is a crucial role in IBL, lack of adequate resources, limited prior knowledge and inadequate experiences with the concepts outside the school environment by the learners. In addition, critical thinking and problem-solving skills which are essential for inquiry-based learning were not adequately developed in some learners. The study recommends that teachers should help the learners in acquiring the necessary skills to succeed in Inquiry based learning by instilling in them an independent working skill and building their students prior knowledge through activities such as Wonder Wall. The teachers can also build the critical thinking and problem solving skills by giving their students opportunities to delve into problem-solving. For the insufficient resources, the government should identify publishers with content suitable for inquiry-based learning and provide funds for retooling the educators in order to develop good understanding of the IBL principles and practices.