FACULTY MEMBERS’ PERCEPTION OF INQUIRY-BASED TEACHING

Abstract

I aimed in this qualitative study to explore the perception of male faculty members of inquiry-based teaching at the Curriculum and Instruction Department at Hail University in Saudi Arabia. I also investigated participants’ perspectives on how implementing inquiry-based teaching influences meeting the educational goals of Saudi’s Vision 2030. I asked the following questions, questions:1. How do male faculty members at the Department of Curriculum and Instruction at Hail University in Saudi Arabia perceive inquiry-based teaching? 2. How do you think inquiry-based teaching influences meeting the educational goals of Saudi’s Vision 2030? I used a semi-structured interview protocol to collect the data from 18 male faculty members at the Curriculum and Instruction Department (C&I). The findings showed that participants have partial knowledge of the role of both teachers and students. Also, only five participants have used an inquiry approach in their teaching. In addition, participants reported five major challenges of implementing inquiry with all participants agreeing that students were the biggest barrier to teaching with inquiry while only two of them mentioned a lack of equipment. Finally, although all participants were aware of the scientific role of the inquiry model in terms of meeting the educational goals of Saudi Vision 2030, the majority of them were not able to explain how the inquiry model could lead to meeting the educational goals of Saudi Vision 2030. Moreover, I provided implications and suggestions for future research to enhance teaching in the (C&I) at Hail University through inquiry.