Exploring Middle-Level Science Teachers’ Perceptions of Inquiry-Based Practical Activities in Addis Ababa: Addressing Challenges and Harnessing Opportunities

Abstract

This study explores the perceptions of general science teachers regarding the implementation of Inquiry-Based Practical Activities (IBPAs) in middle-level schools across Addis Ababa, Ethiopia. This study aims to assess how teachers perceive the value of IBPAs and identify the challenges hindering its implementation. A mixed-methods descriptive design was employed to gather data through questionnaire from 120 general science teachers and interviews with 20 department heads to explore the importance and challenges of implementing IBPAs. Findings disclose that teachers commonly concede the instructional value of IBPAs in supporting student engagement, critical thinking, and practical application of science principles. Majority of the teachers intensely agreed that IBPAs improves learning by integrating theoretical knowledge to everyday environments and motivates active participation. However, significant gaps persist between these positive perceptions and actual practice. Most teachers still prefer teacher-dominated approaches due to their simplicity, citing barriers such as lack of laboratory materials, lack of professional training, poor administrative support, and low student motivation. The results further reveal that demographic factors like teaching experience and qualification slightly influence perceptions, with less experienced and diploma-holding teachers showing more positive views. Despite widespread recognition of IBPAs importance, its implementation remains inconsistent and often misinterpreted as confined to laboratory settings. The study concludes that tackling these challenges through continuous professional development, improved resource allocation, and supportive educational policies is vital. It recommends targeted teacher training and curriculum reforms to bridge the gap between awareness and practice with the purpose of promoting a more inquiry-based learning, student-centred science education system. These insights have implications for improving science pedagogy not only in Addis Ababa but in similar educational contexts striving to enhance learning outcomes through practical, inquiry-based learning.