THE ROLE OF INQUIRY-BASED AND PROBLEM-BASED LEARNING IN CURRICULUM DESIGN IN NIGERIA (A CASE STUDY NATIONAL UNIVERSITIES COMMISSION (NUC), ABUJA)

CHAPTER ONE

INTRODUCTION

1.1 Background to The Study

The significance of inquiry-based and problem-based learning in curriculum design is increasing as Nigeria carries out more educational reforms. As the nation works to increase student engagement and academic achievement, educators and governments are realizing the value of teaching methods that promote critical thinking and active learning. Inquiry-based learning (IBL) and problem-based learning (PBL) are two essential teaching strategies that encourage students to delve deeper into subjects, ask questions, and solve real-world problems. These methods are gaining popularity because they improve both the understanding and practical application of knowledge. This introduction highlights the growing relevance of IBL and PBL in Nigeria’s curriculum development, drawing on current academic and policy discussions.

Inquiry-based learning promotes hands-on exploration of topics, prompting students to ask questions and seek solutions through investigation (Wells, 2014). Originally employed in science and mathematics education (Rejeki, 2017), this approach has recently been applied to second language instruction, where it has proven effective in boosting vocabulary acquisition and grammatical structure analysis (Lee, 2014). Furthermore, linguists have investigated approaches to increase student engagement and pique learners' interest (Wolpert-Gawron, 2016), as well as improve both listening and speaking English skills (Kampa & Villna, 2016).
Overall, it was found to be helpful in analyzing learning problems and then suggesting solutions. This method is in line with the National Education Policy of Nigeria which emphasizes the need for students to be actively involved in their learning processes (Federal Republic of Nigeria, 2013).

Recent studies highlight how inquiry-based learning (IBL) can enhance critical thinking and problem-solving skills, which are essential for personal and professional growth in Nigeria's rapidly changing job market (Okeke, 2021). In Nigerian schools, incorporating IBL into the curriculum can overcome the limitations of traditional rote learning and create a more interactive and engaging educational environment (Eze, 2019). Problem-based learning (PBL), a student-centered method grounded in constructivist theory, links education to real-life situations and motivates students to work together in their learning journey (Jonassen, 1997; Mardziah, 1998).

The main goal of PBL is to enable students to develop adaptable knowledge, sharpen their problem-solving skills, cultivate intrinsic motivation, and encourage collaborative and self-directed learning (Barrows, 1996). In the PBL approach, subject content is taught to students as a poorly structured problem that relates to their real-world situation and is complex enough to stimulate their thinking (Jonassen, 1997). The descriptions of the poorly structured problem are not clearly defined and the information required to solve it is not included in the problem statement. Therefore, there may be different solutions to the problem based on students' perceptions and interpretations of the nature of the problem (Shin et al., 2003).

The ill-structured problem encourages students to think, interact, solve the problem, and ultimately acquire the knowledge and skills required for the course (Jonassen, 2000). The use of the ill-structured problem in PBL leads to cognitive conflict among students, which promotes their higher order and critical thinking (Savery & Duffy, 2001) and develops their cognitive skills. Problem-based learning complements research-based methods by focusing on complex, real-world problems that require students to apply their knowledge in practical situations. In Nigeria, problem-based learning (PBL) is being explored as a means to bridge the gap between theoretical knowledge and its practical application.

A study by Ojo and Ojo (2020) found that PBL fosters collaboration and critical thinking, skills that are crucial for tackling the country’s socio-economic challenges. Nigerian educators are working to integrate problem-based learning (PBL) into curriculum. They want to give students the key skills to solve real-world problems and help the country grow (Adamu & Suleiman, 2018). By using PBL, they hope to prepare students to tackle practical problems and make a big difference in Nigeria's future.

New changes in Nigerian education highlight the need for classrooms that do more than just use old teaching methods and introduce new ideas (Ajayi 2022). The introduction of inquiry-based learning (IBL) and problem-based learning (PBL) is seen as an important step in bringing education into line with what is being done around the world and what is needed at home. For instance, the Nigerian Educational Research and Development Council (NERDC) has backed changes that focus on active learning to boost how well students do (NERDC 2021). These changes aim to produce graduates who, while not knowledgeable, still have the skills to perform well in a world that is constantly changing.

1.2 Statement of The Problem

The integration of inquiry-based and problem-based learning (IBL and PBL) into Nigeria's curriculum design presents several challenges that impact the effectiveness of these pedagogical approaches. Despite the growing recognition of IBL and PBL for enhancing critical thinking and problem-solving skills, their implementation in Nigerian schools is often hampered by inadequate teacher training and limited resources.

Research indicates that while these methods hold promise for improving educational outcomes, teachers frequently lack the necessary skills and support to effectively employ them in their classrooms (Okeke, 2021). This gap in teacher preparation undermines the potential benefits of IBL and PBL and contributes to the persistence of traditional rote learning methods that do not fully engage students in the learning process.

Additionally, the Nigerian education system faces structural and infrastructural challenges that impede the widespread adoption of inquiry-based and problem-based approaches. According to a study by Adamu and Suleiman (2018), many schools are constrained by outdated facilities and insufficient materials, which hinder the effective implementation of active learning strategies.

The lack of proper educational resources and supportive learning environments further exacerbates the difficulties in transitioning from conventional teaching methods to more dynamic and student-centered approaches. As a result, the educational reform goals aimed at fostering a more engaging and practical learning experience often fall short of their intended impact.Top of Form

1.3 Objectives of The Study

The main objective of the study is to examine the role of inquiry-based and problem-based learning in curriculum design in Nigeria. Specific objectives of the study are:

1. To examine the current state of inquiry-based and problem-based learning IBL and PBL integration in the Nigerian curriculum at the primary, secondary, and tertiary levels.
2. To identify the challenges and opportunities for effective implementation of IBL and PBL within the Nigerian educational context.
3. To develop a framework for integrating IBL and PBL into the Nigerian curriculum to enhance students' critical thinking, problem-solving, and creativity skills.

1.4 Research Questions

To guide the study and achieve the objectives of the study, the following research questions were formulated:

1. How do the current Nigerian curriculum frameworks align with the principles of inquiry-based and problem-based learning?
2. What are the perceptions and attitudes of teachers, students, and policymakers towards IBL and PBL in Nigerian schools?
3. What are the specific strategies and resources required to support the successful implementation of IBL and PBL in Nigerian classrooms?

1.5 Research Hypothesis

The following research hypothesis was developed and tested for the study:

Ho: There is no significant effect of inquiry-based and problem-based learning on curriculum design outcomes in Nigeria.

1.6 Significance of The Study

The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:

Firstly, the paper will benefit major stakeholders and policy makers in the Curriculum Studies sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.

Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analyzed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organizations used as a case study.

Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.

1.7 Scope of The Study

The study is delimited to National Universities Commission (NUC), Abuja. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.

1.8 Limitations of The Study

The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.

1.9 Organization of The Study

The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.

Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.

Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis are discussed in this chapter.

Chapter Four highlights’ data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.

Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.

1.10 Definition of Terms

1. Inquiry-Based Learning (IBL)

 A pedagogical approach where students engage in exploring questions, problems, or scenarios through active investigation and critical thinking. In the Nigerian curriculum context, IBL encourages students to take an active role in their learning process by formulating questions, conducting research, and discovering solutions, thereby fostering deeper understanding and retention of knowledge.

2.  Problem-Based Learning (PBL)

A student-centered instructional method where learners are presented with complex, real-world problems that require collaborative effort and problem-solving skills to address. In Nigeria, PBL is used to help students develop practical skills and apply theoretical knowledge in realistic situations, enhancing their ability to think critically and work effectively in teams.

3.  Curriculum Design

 The process of planning and organizing the content, structure, and delivery of educational programs. In the context of Nigeria, curriculum design incorporating inquiry-based and problem-based learning aims to create engaging, relevant, and practical learning experiences that prepare students for real-world challenges and foster critical thinking skills.

4.  Student-Centered Learning

 An educational approach that focuses on the needs, interests, and abilities of students rather than the teacher's delivery of content. In Nigeria, student-centered learning through inquiry and problem-based methods prioritizes active student participation, allowing learners to take charge of their education and engage deeply with the subject matter.

5.  Critical Thinking

 The ability to analyze and evaluate information or arguments to make reasoned judgments and solve problems effectively. Inquiry-based and problem-based learning in Nigeria aim to cultivate critical thinking by challenging students to question assumptions, explore multiple perspectives, and develop reasoned conclusions based on evidence.

6.  Collaborative Learning

An educational strategy where students work together in groups to achieve learning goals, solve problems, or complete tasks. In the Nigerian curriculum, collaborative learning is integral to problem-based learning, promoting teamwork, communication, and shared responsibility among students as they tackle complex issues.

7.  Real-World Relevance

 The alignment of educational content and activities with practical, real-life situations and challenges. In Nigeria, integrating inquiry-based and problem-based learning into the curriculum ensures that students are not only gaining theoretical knowledge but also developing skills and understanding that are directly applicable to real-world contexts and future careers.