Solomon AreayaAzeb Brhane2026-06-162026-06-162025-02-10https://etd.aau.edu.et/handle/123456789/8162The purpose of this study is to investigate the implementation of inquiry-based learning through practical activities, explore the perception of general science teachers & awareness of students on the inquiry-based learning via practical activities, and identify problems that hinder the implementation of inquiry-based practical activities in general science education in Addis Ababa middle schools. To achieve the purposes of the study, a mixed-method and descriptive design was employed. The study was conducted in Addis Ababa middle schools and data were collected from 120 science teachers, 1587 students, 11 laboratory technicians, and 11 school vice principals. Purposive samplings were used in the selection of the general science subjects and simple random sampling was used to select 22 middle schools, students, laboratory technicians and school vice principals. In addition general science teachers were selected using census sampling or all respondents taken sampling technique. The main instruments of data collection were questionnaire, observation, focus group discussions and interview. Then the quantitative data were analyzed using both descriptive and inferential statistical methods; and the qualitative data were qualitatively analyzed using thematic analysis techniques and narrated qualitatively. The study found that teachers, students, and school administrators regard inquiry-based learning through practical activities as critical and indispensable for increasing the quality of science instruction; yet, the practice of inquiry-based learning practical activities is not well-implemented in the selected schools. As a result, teachers and students in the target middle schools rely heavily on lecture-based approaches to teach general science subjects. Among the major challenges faced in schools are a lack of teachers' professional keenness and practical skills required for effective practice in inquiry-based learning practices, a lack of professionally trained laboratory technicians and principals to facilitate the practice, a lack of student motivation or appropriate guidance for student learning, unfamiliarity with hands-on activities, lack of motivation, and insufficient school authority commitment; and a lack of materials and facilities. Finally, it was recommended that, to enhance the proper practice of inquiry-based learning via practical activities in science disciplines, all educational bodies across the country, as well as the city's educational administration bureau, must step up their efforts. It is critical to promote awareness and transform the attitudes of all educational practitioners toward inquiry-based learning through practical activities, beginning with the early phases of the educational journey, to ensure their consistent development and support, particularly teachers’ skills by implementing comprehensive professional development programs focused on inquiry-based learning via practical activities, encouraging teacher collaboration, providing technical support, increasing students engagement by devising strategies to actively involved in practical activities, guiding students during conducting practical activities, science clubs and promote hands-on experiences. Additionally, increase awareness among stakeholders, such as parents, community members, and policymakers, about the significance of inquiry-based science education. This will help in identifying gaps, tracking progress, and making required adjustments to improve effectiveness of different practical activities in science classes. This vow necessitates a collaborative effort to assess the needs of today's youth while also improving teachers' practical skills in educational methodologies and learning in middle schools.enImplementationScience EducationInquiry-Based LearningInquiry-Based Practical Activities (IBPAs).Dissertation