Exploring the Integration of Key Inquiry Questions in the Competency-Based Curriculum in Lesson Planning and Delivery Among Student Teachers: A Case of the University of Nairobi, Kenya

Abstract

Kenya’s Competency-Based Education system represents a significant transformation in learning philosophy, aimed at producing empowered, competent and ethical individuals. Inquiry-based learning (IBL) is central to this paradigm and it involves the use of Key Inquiry Questions (KIQs). KIQs focus and direct research, boost student curiosity, promote deeper understanding and critical thinking and encourage meaningful engagement with a subject. Empirical research shows that despite the shift, teachers use close and teacher-directed questions that emphasize recall rather than exploration. The purpose of this study was to examine the extent to which student teachers from the University of Nairobi incorporated KIQs in their lesson planning and delivery during their teaching practice. A descriptive survey design was employed. Using purposive sampling, 18 University of Nairobi student teachers from Junior Secondary and Pre-primary schools were involved. The student teachers were from four teaching practice zones: Eastern, Nairobi, Nakuru and Kakamega. Research instruments used were questionnaires, a lesson plan evaluation tool and observation schedules. Data collected was analyzed using content analysis and descriptive statistics. Findings show that majority of the student teachers’ KIQs 26 (67%) from their lesson plans were relevant, appropriate and aligned with learning outcomes, most of the KIQs 36 (80%) were not incorporated into the parts of a lesson plan, an average number of students teachers 18 (50%) did not use the KIQs in the lesson delivery, though they were indicated in the lesson plan, majority of the student teachers 8 (44%) used the KIQs during the lesson delivery, while only 3 (17%) use them during the lesson’s conclusion. The study recommends strengthening training on KIQs in teacher education programmes and enhancing practical training on KIQ development and use.