Influence of Inquiry-Based Learning Practices on Soft-Skills Development among Junior School Learners in Nairobi County, Kenya
Abstract
As education systems continue to embrace competency-based reforms, inquiry-based learning has become an increasingly important pedagogical strategy. It enhances active learner engagement and fosters understanding and essential soft skills. The implementation of inquiry-based learning within Kenya’s education system remains uneven despite its strong alignment with the Competency-Based Education, which emphasises learner-centred and skills-oriented pedagogy. The specific objective is to examine the influence of inquiry-based learning practices on soft skills development. The paper adopted a pragmatic research paradigm and employed a convergent parallel mixed-methods design, integrating quantitative and qualitative approaches. The quantitative data involved a sample size of 551 Grade 8 learners and 201 teachers, obtained for the survey using stratified simple random sampling. Purposive sampling was used to sample 24 Head teachers for interviews. The quantitative data were analysed descriptively and by use of correlation and simple multiple regression. Qualitative data were analysed thematically using direct respondent quotations. The linear regression analysis showed that inquiry-based learning significantly and positively predicted students’ soft skills. Inquiry-based learning (IBL) significantly predicted soft skills development in both the teacher and learner models. In the teacher model, IBL had a statistically significant positive contribution to soft skills development (B = 0.199, β = 0.158, p = .023). In the learner model, IBL also significantly predicted soft skills development (B = 0.255, β = 0.288, p < .001) and emerged as the strongest predictor among the instructional strategies examined. These findings highlight the pivotal role of inquiry-based learning practices in shaping the outcome variable, indicating that pedagogical approaches that foster learner inquiry may significantly enhance the attainment of the desired educational outcomes. The qualitative findings established that in some cases, inquiry-based approaches were not consistently implemented but more effective where teachers were properly trained. Inquiry-based learning was identified as the most influential predictor of the outcome variable, highlighting its substantial contribution to the achievement of desired educational outcomes. The findings indicate the need for educators, curriculum developers, and policymakers to strengthen the integration of inquiry-driven instructional approaches.