Abstract:
This multiple-case study investigates Grade 10 geography teachers’ perceptions on the use of
inquiry-based-learning (IBL) in five high schools in Lesotho. Underpinned by interpretative
research paradigm, the study followed a qualitative approach to gather data on the perceptions of
ten geography teachers at the sampled schools. In-depth semi-structured interviews were used as
the data gathering technique. The findings revealed that geography teachers have positive
perceptions on the use of IBL. However, they have limited understanding of the approach as it
applies to the teaching and learning of geography. The teachers indicated that one of the reasons
for their reluctance on the use of IBL is the fact that they need to complete the syllabus within
the specified time and have to prepare learners for the final examination which uses summative
assessment and not engaging learners in activities of IBL. Based on the findings, it can be
cocluded that Geography teachers in Lesotho are reluctant to use approaches of IBL in their
teaching and one of their reasons being lack of knowledge on the aproaches of IBL in Geography
teaching. Hence the study recommends in-service training of teachers on IBL and inclusion of
guidelines on IBL in the geography syllabus in order to guide teachers, and the trimming of
factual content in the said syllabus with the aim to accommodate the use of IB
