Exploring Teachers’ Perceptions and Implementation of Inquiry-Based Learning in Secondary School STEM Classrooms in Kaduna State, Nigeria

Abstract

Inquiry-based learning (IBL) is widely promoted as a pedagogy for developing critical thinking, problem-solving and engagement in Science, Technology, Engineering and Mathematics (STEM) education, yet in-depth qualitative investigation into how secondary school STEM teachers in Kaduna State, Nigeria, experience and enact IBL remains limited. Employing a phenomenological approach within the qualitative paradigm and guided by Diffusion of Innovations (DOI) theory, this study explored the lived experiences of seven purposively selected secondary school STEM teachers (Geography, Mathematics, Basic Science and Technology, Biology, two Physics teachers and Chemistry) from public schools in Kaduna State. Data were generated through semi-structured interviews, transcribed verbatim and analysed thematically with ChatGPT-4o assistance and human cross-validation. Four themes emerged: teachers conceptualised IBL as a learner-centred departure from teacher-centred instruction; they perceived clear advantages for engagement, voice and critical thinking; they described structural barriers, including overcrowded classrooms, scarce materials, time pressure and students' weak academic background, with one teacher never adopting IBL for fear of losing classroom control; and they identified professional development, resources, incentives and supervision as necessary for sustained adoption. Findings suggest teachers hold favourable attitudes toward IBL, but adoption is constrained more by structural than attitudinal factors, warranting sustained institutional investment rather than one-off interventions.