Chronicling the Experiences of Life Sciences Teachers and Learners on the Usage of Enquiry-Based Learning in Enhancing Learners’ Academic Performance

Abstract

Life sciences research provides critical insights into disease processes and allows for the development of novel treatments and innovative medical technologies, thereby directly improving human health and technology. Despite the widely acknowledged relevance of life sciences, there has been a long-term pattern of low performance. This is due to inefficient teaching methods, as how a lesson is delivered influences the learners' level of understanding, among other things. Hence, the present study examined the experiences of life sciences teachers and learners in using IBL to enhance the academic performance of life science learners. This study was underpinned by the interpretivism paradigm, a qualitative approach, and a participatory research approach. The study population consisted of all life sciences learners in a rural school in the Amathole West district, Eastern Cape province of South Africa, from which 2 life sciences teachers and 14 learners were conveniently sampled. Data were collected using interviews, observations, and document reviews, and they were analysed using thematic analysis. The research findings revealed that enquiry-based learning has the potential to foster the development of critical thinking, problem-solving, and communication skills among life sciences learners. However, several issues make it difficult to successfully implement enquiry-based learning in the context of teaching and learning life sciences, including a lack of resources, time constraints, misreading of instructions, a lack of support or supervision, and a lack of pedagogical topic expertise among teachers. The study concludes that enquiry-based learning, when done right, can help learners understand life sciences concepts deeper and remember what they have learnt for a longer period.