Effect of Inquiry-Based Learning on English Language Performance among Secondary School Students in Kilifi County, Kenya

This study investigated the effect of Inquiry-Based Learning in improving English language performance among secondary school students in Kilifi County, Kenya. Driven by the global shift toward 21st-century learner-centered approaches, the STUDY addressed the region’s persistent low performance in English. The study utilized a quantitative research approach and a quasi-experimental non-equivalent control group pretest-posttest design. A sample of 216 Form Two students from six public schools was selected through stratified sampling. Simple random sampling was used to divide the participants into an experimental group (n=108) taught using IBL and a control group (n=108) taught using the lecture method. Descriptive and inferential statistics, including independent and paired samples t-tests, were used to analyze the data. The findings indicated no significant pre-test difference between groups, establishing a valid baseline. However, post-test results revealed a statistically significant difference in favor of the experimental group. The study concludes that Inquiry-Based Learning significantly enhances student achievement in English compared to traditional lecture methods. It is recommended that educators integrate Inquiry-Based Learning strategies into the curriculum to foster better learning outcomes.