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Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students' achievement in biology. There were 231 secondary school students from six schools in Rwanda constituted the sample. A quasi-experimental quantitative approach consisting of pre- and post-tests was used for data collection. Descriptive statistics were used for data analysis. Results indicated that the mean of post test score of experimental groups was higher than the mean of counterparts in control group. Further, t-test and ANCOVA were used for inferential statistics. Findings showed once again significant differences between experimental groups taught with IBL and control group taught with conventional teaching methods. There was no significant effect on gender while a significant difference based on school location was identified. The study recommends educational stakeholders to use the IBL designed by 5Es instructional model at school level to solve problems related to poor performance in biology. [ABSTRACT FROM AUTHOR]

The contribution of the inquiry-based learning (IBL) to ensure effective teaching of biology in secondary education has not yet been fully studied in Sub-Saharan African countries. To fill the gaps, research has been conducted in Malawi, Rwanda, and Tanzania. Data were collected by using interviews, focus group discussions, and lesson observations before and after the intervention consisting of training biology teachers on inquiry-based learning and 5Es instructional model. Results showed that teacher-centred approach dominated the pre-intervention phase, while the IBL was observed in lesson planning and delivery, and there was a shift from teacher to a leaner-centred approach after the intervention. Most teachers established activities promoting the understanding of the subject content, use of the language of instruction, change of attitudes and improving the performance of students. We conclude that the intervention improved biology teaching, the language of instruction and performance of students. [ABSTRACT FROM AUTHOR]

Sub-Saharan Africa secondary school science curricula recognise language as the most important communication tool for learners' biology learning outcomes. Despite this prominent goal, learners' scientific literacy at secondary school appears to be insufficient to cope with classroom teaching and learning of biology. This paper presents a review of literature regarding the way English as the language of instruction and inquiry-based learning strategies affect biology learning in Sub-Saharan Africa secondary schools. The scope of the review included journal articles, books and book chapters published in the period from 2005 to 2020 on the English language of instruction in biology education in Sub-Saharan Africa. We established criteria for first article searches indexed in Scopus, African Journals Online, the Education Resources Information Center, Web of Science and Psych Info as recognised index systems for science education. We considered studies related to the understanding of learners' language backgrounds, language-in-education policy and pedagogical language strategies (practice) that mediate learning. In this case, 53 studies were identified after removing redundancies; 27 studies satisfied the inclusion criteria when screened by key words and abstract and reviewed for eligibility; and only nine were selected after evaluating the full texts. The review analysis suggests that there is a gap in the corpus of literature on what and how pedagogical language strategies should be utilised to support meaningful learning of biology in multilingual settings. Poor learners' academic achievement and conceptual engagement in biology at secondary school level were the main effects reported by the reviewed literature. Less is still known about the effect of the use of inquiry-based learning strategies on learners' conceptual engagement in multilingual biology classrooms. We recommend formulating a clear policy articulation on the use of bilingual instructions in teaching and learning of biology at the secondary school level; assessing teacher and learner performance over pedagogical language strategies; and evaluating the contribution of IBL strategies in addressing language barriers in biology learning for higher order thinking skills in Sub-Saharan Africa secondary schools. [ABSTRACT FROM AUTHOR]

Inquiry-Based Learning (IBL) is a well-known modern teaching approach in science education, with proven effectiveness for acquiring scientific knowledge. However, in most Malawi Community Day Secondary Schools (CDSSs), science teachers are still relying on the use of teacher-centered approaches when teaching biology. Further, they appear to be far from practicing IBL. This study explores the role of the IBL 7Es (Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend) instructional model on biology teachers' pedagogical approach in CDSSs. The aim was to ascertain whether the use of the approach affected teachers' perceptions and practices of biology teaching. The sample consisted of six biology teachers purposively selected from rural and urban CDSSs. Data were collected using a semi-structured interview and lesson observation checklist. Collected data were analyzed qualitatively and quantitatively. The pre-test results revealed that the most used teaching approach was lecturing. After the training with the IBL 7Es instructional model, the use of IBL was observed in lesson planning and lesson delivery. Furthermore, there was a shift from dominant teacher-centered to learner-centered approach. However, large class sizes and limited teaching and learning resources were reported as key challenges that impede the use of the approach. The study recommends the need to train teachers on how to effectively teach large class sizes and to explore the extent to which pedagogical practices influence biology teaching and learning. More importantly, teachers should be given time, resources, and professional support to adopt and implement contemporary teaching methods to promote meaningful biology teaching and learning. [ABSTRACT FROM AUTHOR]

The purpose of this study was to assess how the Inquiry Based Learning approach supports the development of students' academic language proficiency in invertebrate systematic. The study was framed by Halliday's sociolinguistic approach to learning. A total of 50 classroom observation sessions at 10 schools were conducted: 10 before and 40 after the intervention. Twenty purposively selected teachers and 200 randomly selected Form 4 students participated in this study. Data were collected using a mixed-method research approach through a lesson observation checklist and evaluation sheet. Further, qualitative data were analysed thematically, and themes were transcribed and coded. Quantitative data were analysed using frequencies and percentages. Key findings revealed a progressive positive change in teaching and learning invertebrates using the 5Es (Engage/Excite, Explore, Explain, Elaborate, Evaluate) instructional model. Students' writing skills were highly improved, and the phases which contributed to the improvement included, in particular, Explore and Explain. However, reading was rarely observed in any phases of the 5Es cycle. The study recommends the use of the inquiry-based learning approach in teaching and learning of invertebrate systematic to improve students' academic language proficiency at secondary school level. [ABSTRACT FROM AUTHOR]

A learner-centered teaching approach is more emphasized in teaching and learning biology, specifically the content of cell division. The teaching method is valued for assisting learners' understanding terminologies used to describe any particular event that occurred during the cell division processes for instance, chromatids, crossing-over, chiasmata, and cytokinesis. The purpose of this study was to investigate teachers' perspectives on the effectiveness of the inquiry-based learning (IBL) on learners' achievements in biology of cell division in Rwanda secondary schools. A total of 254 learners studying the cell division in upper secondary schools and 10 biology teachers were purposively selected and participated in the study. Pre-training was assessed through the lesson observation. The feedback was used to train teachers on the IBL lesson plan and lesson delivery. The post-training consisted of preparing the lesson on cell division. Planned lessons were then delivered, and data about the improvements were collected using the lesson observation checklist. Further, data were collected using the questionnaires addressed to teachers. Data were analyzed using descriptive statistics where percentages, means and standard deviations were calculated by using Excel Software Version 2016. The findings of the study revealed that the IBL was an effective teaching method towards learners' achievement in biology. It motivates learners to follow the lesson and express their opinions, which contribute to better performance. The study recommends continuous professional development to equip teachers with skills in teaching by using the IBL. [ABSTRACT FROM AUTHOR]