Impact of Inquiry-Based Learning Using the 5E Model on Teachers’ Practices and Learners’ Achievement in Force and Motion in Secondary Schools of Jinja District, Uganda
Authors: Cissy Nazziwa (University of Rwanda), Jean Uwamahoro (University of Rwanda), Robert Wakumire (University of Rwanda) Abstract: This study aimed to assess the impact of Inquiry-Based Learning using the 5E model on teacher’s practices and students’ achievement in Force and Motion in Secondary Schools in Jinja District. The study employed a quantitative research method and […]