The effect of inquiry-based learning on student’s conceptual understanding of Newtonian mechanics in secondary schools

Abstract

Physics education, particularly in the domain of Newtonian mechanics, continues to pose significant challenges for secondary school learners due to its abstract nature, reliance on mathematics, and the persistence of deeply ingrained misconceptions. Traditional teachercentered, lecture-based instruction has proven inadequate in fostering the conceptual change necessary for genuine scientific literacy, often resulting in poor performance and student disengagement. This study investigated the effectiveness of Inquiry-Based Learning (IBL) in enhancing students’ conceptual understanding of Newtonian mechanics within Zimbabwean secondary schools. Specifically, it compared the academic performance and attitudes of students taught using IBL strategies with those taught through traditional lecture methods, while also exploring the challenges teachers encountered in implementing IBL in resourceconstrained environments. A mixed-methods approach was employed, utilizing diagnostic tools such as the Force Concept Inventory (FCI), structured questionnaires, and semi-structured interviews to capture both quantitative and qualitative data. Findings demonstrated that IBL significantly improved conceptual mastery and remediated prevalent misconceptions more effectively than traditional methods. Furthermore, the results indicated that IBL fostered positive attitudes towards physics by promoting critical thinking, collaboration, and active engagement. Despite these benefits, the study identified significant implementation hurdles, including limited laboratory apparatus and time constraints within the syllabus. This research contributes to the limited body of context-specific research on IBL in sub-Saharan Africa, offering practical insights for teachers, policymakers, and curriculum developers. Ultimately, the study highlights the potential of IBL as a transformative instructional model capable of bridging the gap between abstract scientific principles and meaningful student learning in Zimbabwean classrooms.