An Examination of Secondary Science Teachers' Beliefs on Inquiry-Based Learning and Their Classroom Practices in Darjeeling District, North Bengal

Author(s)	Dr. Mamata Kumari Satapathy
Country	India
Abstract	Inquiry-based learning (IBL) is a teaching approach that encourages student engagement, critical thinking, and hands-on exploration. This study examines secondary science teachers' beliefs about IBL in the Darjeeling district of North Bengal and how these beliefs align with their classroom practices. Data were collected through surveys from 30 secondary science teachers in CBSE-affiliated schools, and statistical analyses, including chi-square tests and Pearson correlation, were conducted. The results indicate that most teachers have positive views about IBL’s benefits, but factors like time constraints, lack of training, and institutional challenges hinder its implementation. The chi-square analysis shows no significant difference between teachers' beliefs and their classroom practices, suggesting that external barriers may prevent them from fully applying IBL techniques. However, a strong positive correlation (r = 0.944, p < 0.05) between teachers’ beliefs and their practices suggests that those who strongly believe in IBL are more likely to integrate it into their teaching.
Keywords	Inquiry-Based Learning, Secondary Science Teachers, Beliefs, Classroom Practices
Published In	Volume 16, Issue 3, July-September 2025
Published On	2025-07-05
DOI	https://doi.org/10.71097/IJSAT.v16.i3.6668
Short DOI	https://doi.org/g9sx68

About IJSAT Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us	Message on WhatsApp	+91-9687-182-185	editor@ijsat.org

International Journal on Science and Technology