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

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 involves the use of Key Inquiry Questions (KIQs). KIQs focus and direct research, boost student curiosity, promote deeper understanding, active learning and critical thinking. Empirical research shows that despite the paradigm shift, teachers still use close and teacher-directed questions that emphasise recall rather than exploration. This limits acquisition of higher-order thinking skills among learners, reduces learners’ engagement, results in minimal learner autonomy and results in shallow learning. The purpose of this study was to investigate how effectively student teachers from the University of Nairobi integrated KIQs in both the planning and actual delivery of their lessons during teaching practice. Specifically, the study sought to determine the extent to which these trainee teachers used KIQs which would promote inquiry-based engagement in the classroom. The study intended to provide insights into student teachers’ preparedness to apply questioning strategies that support meaningful learning during their practicum experience. It was guided by Vygotsky’s Social Constructivist Theory, which emphasises learning through social interaction and meaningful questioning. A descriptive survey design was employed. Using purposive sampling, 18 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 analysed using content analysis and descriptive statistics. Findings show that majority of the student teachers’ KIQs 24 (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 9 (50%) did not use the KIQs in the lesson delivery, though they were indicated in the lesson plan, an average number of student teachers 4 (44.5%) used the KIQs during the lesson delivery, while only 1 (11%) used 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.