This study investigates the implementation of inquiry-based practical activities, and compares the execution of teaching strategies in science classrooms in middle schools among the sub-cities of Addis Ababa, Ethiopia. Using a survey-method and descriptive design, the research involved 120 science teachers, 1587 students, 22 randomly selected middle schools from the eleven sub-cities. A data collection methods questionnaire for teachers and students was used. Findings reveal that low or ineffective implementation of inquiry-based practical activities with a predominant reliance on lecture-based methods in the targeted middle schools in all sub-cities. Similarly, all respondents also agreed on the application of traditional-lecture method during teaching-learning science subjects with significance differences in their comprehension to implement the inquiry-based practical methods in all sub-cities. Thus, the study underscores the necessity of a strategic shift towards more interactive and student-cantered teaching methods to enhance science education in middle schools. Accordingly, the Addis Ababa city administration education bureau should focus on improving the teaching and learning process of science subjects in middle schools, particularly teachers' skills, by preparing professional training for teachers and raising awareness among students and stakeholders, such as parents, community members, and policymakers, regarding the significance of inquiry-based practical activities in science education.
implementation, inquiry-based practical activity, science education, middle school
Azeb Brhane. Corresponding author. Ph.D. Candidate at Department of Curriculum & Instruction, Addis Ababa University, Ethiopia. Email: azebhane@gmail.com
Solomon Areaya. Associate Professor at Department of Curriculum & Instruction, Addis Ababa University, Ethiopia. Email: solomonaeayak@gmail.com
Meseret Assefa. Associate Professor at Department of Curriculum & Instruction, Addis Ababa University, Ethiopia. Email: messeret13@gmail.com
"All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript."
No potential conflict of interest was reported by the author(s).
This work was not supported by any funding.
This study was conducted in accordance with the ethical guidelines set by Addis Ababa University College of Education and Behavioral Studies. The conduct of this study has been approved and given relative clearance(s) by College of Education, Addis Ababa University.
AI tools were not used in writing this paper.
The researchers acknowledge all the participant students, teachers and school administrators at the primary schools for their cooperation during the data collection.
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Cite this article:
Brhane, A., Areaya, S. & Assefa, M. (2025). Implementation of inquiry-based practical activities in science classrooms in middle schools of Addis Ababa, Ethiopia. International Journal of Educational Management and Development Studies, 6(1), 158-183. https://doi.org/10.53378/ijemds.353161
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