Teaching Tourism in Geography through an Inquiry-based approach (IBA)

Norsarita Basar, Rosmawijah Jawawi, Rohani Matzin, Jainatul Halida Jaidin, Juraidah Musa


An Inquiry-based approach (IBA) is a teaching approach that promotes students' active learning and inquiry. This study examined the effectiveness of IBA as a tool for teaching Geography and explored the students' perceptions when they were taught using IBA. The investigation was carried out in one secondary school in Brunei Darussalam. A total of twenty students aged between 15 to 16 years old were selected as participants. This research adopted a qualitative approach using an action research. Data was collected from lesson observations, focus group interview, and achievement tests. The findings showed that there were remarkable improvements in the students' achievement tests. IBA successfully had helped students to develop some personal and inter-personal skills and encouraged them to become independent learners. However, there were some issues identified in this study. Obtaining information for their research was a challenge for many students, as they had limited access to computers and the Internet outside the school. The findings also revealed that the role of the teacher as the facilitator in IBA could be a challenge to the teacher herself.


Inquiry based approach; Teaching; Learning; Pedagogy; Geography education


M. Shahrill. "From the general to the particular: Connecting international classroom research to four classrooms in Brunei Darussalam," Unpublished doctoral dissertation, Melbourne, Australia: University of Melbourne; 2009.

J.H., Jaidin. "Conceptions of Learning Held by Upper Primary Children in Government Schools in Brunei Darussalam," Unpublished doctoral thesis, Brisbane: Queensland University of Technology; 2009.

R. Jawawi. "Conceptions of economics pre-services teacher's use of subject knowledge in teaching, economics and commerce at secondary schools in Brunei Darussalam," Unpublished doctoral thesis, London: University of London; 2009.

Ministry of Education, "The National Education System for the 21st century: SPN21," Bandar Seri Begawan: Ministry of Education; 2013

R. Spronken-Smith, "Experiencing the Process of Knowledge Creation: The Nature and Use of Inquiry-Based Learning in Higher Education," paper prepared for International Colloquium on Practices for Academic Inquiry; 2012.

J.S.Y. Chong, M.S.F. Chong, M. Shahrill, & N.A. Abdullah, "Implementing Inquiry-Based Learning and Examining the Effects in Junior College Probability Lessons" in Journal on Mathematics Education, vol. 8, 2017, pp. 157-164.

M. Healey & J. Roberts, "Engaging Students in Active learning: Case Studies in Geography, Environment and Related Disciplines," Cheltenham: Geography Discipline Network and School of Environment, University of Gloucestershire; 2004.

P. Blessinger & J.M. Carfora (ed.), "Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators" in Innovations in Higher Education Teaching and Learning, Bingley, United Kingdom: Emerald Group Limited; 2015.

G. Weiss, "Problem-Oriented Learning in Geography Education: Construction of Motivating Problem" in Journal of Geography, vol. 116, 2017, pp. 206-216.

T. Day, T. (2012). "Undergraduate Teaching and Learning in Physical Geography" in Progress in Physical Geography, vol. 36, 2012, pp. 305-332.

M.I.M. Caesar, R. Jawawi, R. Matzin, M. Shahrill, J.H. Jaidin, & L. Mundia, "The Benefits of Adopting a Problem-Based Learning Approach on Students' Learning Developments in Secondary Geography Lessons" in International Education Studies, vol. 9, 2016, pp. 51-65.

S. Kemmis, R. McTaggart, & R. Nixon, "The Action Research Planner: Doing Critical Participatory Action Research," Singapore: Springer; 2014.

J.W. Creswell, "Educational research: Planning, conducting, and evaluating quantitative and qualitative research," 4th Edition, New York: Pearson; 2012.

J.H. Jaidin, J. Musa & M.R. Zainuddin, “Investigating the Impact of Game-Based Learning on Student Engagement and Performance When Learning About Earthquake Hazards” in Turkish Online Journal of Educational Technology, Special Issue for IETC 2017, 2017, pp. 413-423.

N. Nawi, R. Jawawi, R. Matzin, J.H. Jaidin, M. Shahrill & L. Mundia, “To Flip or Not to Flip: The Challenges and Benefits of Using Flipped Classroom in Geography Lessons in Brunei Darussalam” in Review of European Studies, vol. 7, 2015, pp. 133-145.

DOI: http://dx.doi.org/10.11591/edulearn.v13i1.9789


  • There are currently no refbacks.

Copyright (c) 2018 Universitas Ahmad Dahlan

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
Published by: Universitas Ahmad Dahlan (UAD) in collaboration with Institute of Advanced Engineering and Science (IAES)

View EduLearn Stats