Abstract:
The main purpose of this study was to investigate the implementation of inquiry based learning
strategy to enhance grade 10 students’ problem solving skills inquadratic inequalities. The study
was conducted in Degolo preparatory and general secondary school. In order to achieve the
stated objectives, a quasi experimentalpre test-post test control group research design was
employed. Simple random sampling technique was used to select participants in the study.
Questionnaires, pre-test and post-test were the instruments used to collect quantitative data from
a sample of 7 teachers and 52 students of grade 10 mathematics class. The data were analyzed
using percentage, mean and independent t-test. In addition, the researcher used computer
software SPSS version 22 to analyze the data collected through closed ended questions and
student’s achievement test.The results of the pre-test showed that there was no a statistically
significant difference in test results between the control and experimental groups. The results of
the post-test showed that there was a statistically significant difference between the control and
experimental groups. This indicates that inquiry based learning method was found to be effective
in improving students problem solving skills. The findings of the studyshowed that extent
ofimplementation of inquiry based learning in quadratic inequalities in Degolo preparatory and
general secondary school was medium. The other findings showed that the major factors
affecting the implementation of inquiry based learning in mathematics class were: shortage of
time, lack of instructional materials, lack of administrative support, large classes, the amount of
content that needs to be covered, lack of awareness of teachers and students, negative attitudes
of teachers and students towards inquiry based learning, lack of training of teachers and
domination of some students over the others during group work. Based on the findings of the
study, the researcher strongly recommends that inquiry based learning approach as a preferred
teaching method to enhance students' problem solving skills. Thus teachers should take prior
training about inquiry based learning in order to reduce factors hindering the implementation of
inquiry based learning and implementing inquiry based learning to improve student’s problem
solving skills.
