Teachers’ Readiness and Self-Efficacy in Implementing Inquiry-Based Learning in Primary Mathematics Education: A Case of Sekyere Kumawu District, Ghana

Johnson Amoakohene Asante, Francis Kwadwo Awuah and Derick Folson

SAGE Open, 2025, vol. 15, issue 3, 21582440251375212

Abstract: In the evolving landscape of 21st-century education, inquiry-based learning (IBL) has emerged as a leading pedagogical framework to foster critical thinking, problem-solving, and conceptual understanding in students. However, the effective integration of IBL in primary school mathematics education remains a complex challenge, particularly in the Ghanaian context. This study investigates the readiness and self-efficacy beliefs of primary school teachers in Ghana regarding the implementation of IBL in mathematics instruction. Data were collected from 166 primary school teachers in the Sekyere Kumawu district using structured questionnaires measuring teachers’ self-efficacy beliefs and readiness for IBL. The findings revealed that teachers exhibit positive self-efficacy beliefs ( M  = 3.63, SD  = 1.07) and high readiness ( M  = 4.08, SD  = .84) for implementing IBL. Moreover, a moderate positive correlation (rho = .547, p  

Keywords: inquiry-based learning; teacher readiness; self-efficacy; integration of IBL; instructional practice; Ghana; primary school teachers; 21st-century education; pedagogical approach (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/21582440251375212 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251375212

DOI: 10.1177/21582440251375212

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().