A Comparative study of traditional and inquiry based learning approaches in secondary mathematics in Masvingo province in Mwenezi district

Author

Muzenda, Brian

Title

A Comparative study of traditional and inquiry based learning approaches in secondary mathematics in Masvingo province in Mwenezi district

Abstract

This dissertation presents a comparative study of traditional and inquiry-based learning (IBL) approaches in secondary mathematics at School X and School Y in the Mwenezi District of Masvingo Province. The study aims to analyze the effectiveness of these teaching methodologies in enhancing student engagement, understanding, and performance in mathematics, which is foundational for success in science, technology, engineering, and mathematics (STEM) fields. The research highlights the critical role of mathematics education in shaping students' academic and professional futures amidst the evolving global educational landscape. The background to the study explores the need for innovative teaching approaches in mathematics education, addressing the limitations of the traditional approach while assessing the potential of IBL to foster critical thinking, problem-solving skills, and deeper conceptual understanding. The statement of the problem outlines challenges faced by educators in implementing effective instructional methods and their subsequent impact on learner outcomes and motivation. This study is guided by key research questions that investigate how traditional and inquirybased learning approaches influence student performance, engagement, and attitudes toward mathematics. The research is anchored on the assumptions that IBL enhances active participation, while traditional methods rely heavily on teacher-centered instruction. The study's significance lies in its potential contributions to educational practice and policy formulation, providing evidence-based recommendations for improving teaching strategies in secondary schools across the region. By clarifying the limitations and delimitations, the scope of the study is well defined to ensure focus and precision. Key terms such as "traditional teaching," "inquiry-based learning," and "student engagement" are operationally defined to enhance understanding. 6Data collection involves pre-test and post-test assessments, classroom observations, and interviews to compare the impact of the two approaches on student learning outcomes. Findings are expected to reveal which methodology yields better results in enhancing mathematical competence and fostering a positive learning experience. Ultimately, this research aims to inform educators, policymakers, and curriculum developers about the most effective teaching approaches for mathematics, ensuring that students in rural schools like in Mwenezi district can achieve academic excellence and succeed in STEM-related pursuits.

Date

December 2024

Publisher

BUSE

Keywords

Secondary Mathematics

Mwenezi District

Inquiry-Based Learning (IBL)

STEM education

Supervisor

DR Gwizagwe,