Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda.

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dc.contributor.authorMuweesi, Charlesa
dc.contributor.authorKintu, Georgea
dc.contributor.authorMugenyi, Disan Kuteesa
dc.contributor.authorKaweesi ,Muhamadia
dc.contributor.authorSserwadda, Lawrence
dc.contributor.authorShizhouc, Lou
dc.contributor.authorMugaggad, Anthony Muwagga
dc.contributor.authorTaddeod, Kaahwa Yuda
dc.date.accessioned2025-03-08T12:06:36Z
dc.date.available2025-03-08T12:06:36Z
dc.date.issued2024-06
dc.descriptionArticle
dc.description.abstractThis study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative crosssectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences. KEYWORDS Experiential approach; inquiry-based approach; secondary school; learning; students
dc.identifier.citationCharles, M., George, K., Kuteesa Mugenyi, D., Muhamadi, K., Lawrence, S., Nabateregga, J., ... & Taddeo, K. Y. (2024). Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda. Interactive Learning Environments, 1-15
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/10074
dc.language.isoen
dc.publisherInteractive Learning Environments
dc.relation.ispartofseriesInteractive Learning Environments
dc.titleExperiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda.
dc.typeArticle
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