Title: The Impact of Inquiry-Based Learning on Student Engagement in Ugandan Secondary School Science Classrooms.
Authors: Dr. Ariyo Gracious Kaazara, Ahumuza Audrey
Volume: 9
Issue: 12
Pages: 102-109
Publication Date: 2025/12/28
Abstract:
Background: Science education in Ugandan secondary schools has been characterized by traditional teacher-centered pedagogical approaches that result in low student engagement and passive learning. Inquiry-Based Learning (IBL) has emerged internationally as a promising approach to enhance engagement, yet empirical evidence of its impact within the Ugandan context remains limited. Objective: This study investigated the impact of Inquiry-Based Learning on student engagement in Ugandan secondary school science classrooms, examining behavioral, emotional, and cognitive dimensions of engagement while identifying implementation challenges and enabling factors. Methods: A mixed-methods quasi-experimental design was employed across six purposively selected secondary schools in Central Uganda, with 420 Senior Two students (210 intervention, 210 control) participating over one academic term. The intervention group received IBL instruction while the control group continued with traditional methods. Quantitative data were collected using a validated Student Engagement in Science Classrooms Scale administered at pre-test and post-test, supplemented by structured classroom observations. Qualitative data were gathered through semi-structured interviews with 18 teachers and four focus group discussions with 32 students. Sample size was determined through power analysis to detect medium effect sizes with 80% power. Statistical analyses included independent and paired samples t-tests, ANCOVA controlling for baseline differences, MANOVA for multivariate effects, and linear mixed-effects models accounting for nested data structure. Qualitative data were analyzed thematically using NVivo software, with findings triangulated with quantitative results. Results: Baseline comparisons confirmed no significant differences between groups. Post-intervention, the intervention group demonstrated significantly higher engagement across all dimensions compared to controls (behavioral: d = 1.39, emotional: d = 1.28, cognitive: d = 1.26, overall: d = 1.48; all p < 0.001). ANCOVA revealed adjusted mean differences of 0.85-0.88 points on the 5-point scale, with MANOVA confirming multivariate effects (Wilks' Lambda = 0.548, p < 0.001, partial ?² = 0.452). Conclusion: Inquiry-Based Learning had a substantial positive impact on student engagement in Ugandan secondary school science classrooms across behavioral, emotional, and cognitive dimensions. The large effect sizes and consistency across analytical approaches provided robust evidence that IBL successfully transformed passive learners into active, enthusiastic, and cognitively invested students.