Inquiry-Based Learning

Weekly vs. Daily Lessons Approaches in Science Education in El Salvador.

Abstract

This study examines the impact of textbook utilization and inquiry-based learning (IBL) approaches on primary science and technology education in El Salvador by conducting weekly lesson style and daily lesson style. Drawing on survey data from 583 teachers, lesson observations, and experimental teaching interventions, the research explores teacher perceptions, challenges in lesson planning, and student learning outcomes under weekly versus daily lesson methodologies. Findings indicate that while textbooks are widely used in lesson planning, teachers face significant barriers related to material access and time constraints. The implementation of IBL models, especially with daily lesson structures, demonstrates a marked improvement in student comprehension of the topic compared to control group.