Effects of the Inquiry-Based Learning Method on Students' Achievement, Science Process Skills and Attitudes towards Science: A Meta-Analysis Science (original) (raw)
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Journal of Physics: Conference Series, 2019
This meta-analysis is the result of preliminary research which aims to describe the effectiveness of inquiri-based science learning in effort to improve students' inquiry skills. The study of meta-analysis with observation method and analyzed of fifteen journals, literature review using Google search engine in Journal of Baltic data base, ERIC journals (Education Resources Information Center and Google Scholar). Calculation of analysis used average Effect Size (ES) , analyzed the articles as research samples, then categorized based on Cohen's criteria The results of the data analysis obtained average Effect Size of 0.45, with the category "medium". Variations between levels of education and the country of researchers in the journals, the highest effect was on the state of America with a score was 0.88, with the category "high" in elementary school level. Based on the analysis of all samples of this study concluded that inquiry-based learning can be used in the development of science learning and improving of students inquiry skills on each level of education.
Bulgarian Journal of Science and Education Policy, 2011
The purpose of this study was to determine Turkish elementary school students' level of success on science process skills and science attitudes and if there were statistically significant differences in their success degree and science attitudes depending to their grade level and teaching method. The total 241 students comprised of 122 males, 119 females. For this purpose, a pretest-post test control group and experimental group design was used. The data were collected through using Basic Science Process Skill Test and Integrated Science Process Skill Test and Science Attitude Scale. Study was conducted during the two semesters. Results of the study showed that use of inquiry based teaching methods significantly enhances students' science process skills and attitudes.
Bulgarian Journal of Science and Education Policy, 2011
The purpose of this study was to determine Turkish elementary school students' level of success on science process skills and science attitudes and if there were statistically significant differences in their success degree and science attitudes depending to their grade level and teaching method. The total 241 students comprised of 122 males, 119 females. For this purpose, a pretest-post test control group and experimental group design was used. The data were collected through using Basic Science Process Skill Test and Integrated Science Process Skill Test and Science Attitude Scale. Study was conducted during the two semesters. Results of the study showed that use of inquiry based teaching methods significantly enhances students' science process skills and attitudes.
The Impact of Inquiry Based Learning Approach on Secondary School Students’ Science Process Skills
Open Journal for Educational Research, 2020
The aim of this research was to investigate the effect of science course which is based on inquiry based learning approach on seventh grade students' scientific process skill levels. Both quantitative and qualitative data collection methods were used in the study. Considering that both quantitative and qualitative data collection methods were used, the study involved a mixed-method design. The research process was carried out according to the simultaneous transformational mixed research design. The study group consisted of 40 students at seventh grade who were studying in public schools in a district in the western part of Turkey in the 2016-2017 academic year. The data analysis was carried out with Scientific Process Skills Scale and Semi-Structured Interview Form. The obtained data were analyzed using statistical methods. As a result of the study, it was determined that the scientific process skill levels of the students in the experimental group increased statistically signif...
Inquiry-based learning and the pre-requisite for its use in science at school: A meta-analysis
2019
The purpose of this meta-analysis was to determine the prerequisite for and the efficacy of inquiry-based learning to improve academic performance in contrast to traditional lessons. Randomised studies with pre-and post-test design with control and treatment groups were filtered with a priori inclusion criteria and analysed in Review Manager (2014). Out of the results in ERIC 13 studies were found, which show that inquiry-based learning can be more effective when the students and the teachers are well-prepared (Messner, 2009). The results of this meta-analysis of the studies between 2011 and 2017, as well as the theory in the literature, show that there is a positive effect size towards its regular implementation in primary (d= 0.67) and secondary schools (d = 0.81). Therefore, there should be more inquiry-based learning lessons taught in science and in other school subjects and the prerequisite according to Messner (2009) have an effect of d = 0.88.
University Students' Perception regarding Inquiry-Based Learning of Science at Secondary Level
Research Journal of Social Sciences & Economics Review, 2021
Inquiry-based learning adds immediate support to science education with a growing number of teachers interested in teaching that includes programs or inquiry (Eltanahy et al., 2019). It is a method that engages students in activities that copy scientific research methods and related content or give a presentation in the context of an inquiry (Constantinou, Tsivitanidou & Rybska, 2018). The main focus of the study was to find the views of university students regarding learning science through inquiry-based learning. A survey method was used and a questionnaire regarding the perception of inquiry-based learning in science was filled by students of the university. The sample of this study was 110 students who were doing graduation in a different program of science subject. The results of this research showed that the majority of the students gave a satisfactory and positive response, as they mostly agreed with every item of the questionnaire, and in their opinion inquirybased learning should be used for science subjects at the secondary level. Students also claimed that it is a more effective method, they acquire motivation and are encouraged during inquiry-based learning. The study recommended that teachers should use specific methods in their classes to give better education. To systematize these applications, teachers can be assigned the researcher role in action research to be directed in the field of education to allow them to conduct inquiry and engage the students in learning on their own.
The Effect of Inquiry-based Learning Method on Students' Academic Achievement in Science Course
The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was instructed through inquiry-based learning method whereas the other group was traditionally instructed. This experimental study lasted eight weeks. To determine the effectiveness of inquiry-based learning method over traditional instruction, an achievement test about sciences which consisted of 30 items was administered as pre-test and post-test to students both in the experimental and control groups. For the statistical analysis, Analysis of Covariance (ANCOVA) was used. The results showed that students who were instructed through inquiry-based learning were achieved higher score than the ones which were instructed through the traditional method.
Pedagogically Desirable Science Education: Views on Inquiry-Based Science Education in Turkey
Journal of Baltic Science Education
The aim of this research is to investigate the aspects of science education, which are pedagogically desirable for the individual in the society of 21st century. The research was conducted by Curricular Delphi Study method in three rounds with international comparisons. In the first round, an open-ended survey was used, and in the next two rounds the instrument was structured to answer the refined research questions of the study, such as the priorities and practices towards the inquiry-based science education. The paper reports on the findings of a survey collected from 125 stakeholders of science education, including scientists, science educators, and education administrators from Turkey. In the results of the differentiated analyses according to the sample groups, all stakeholders emphasize the role of science education in the survival of a country. They all put a great emphasis on the curriculum. The stakeholders emphasized the significance of engagement with the interdisciplinar...
This evaluation study examines the effectiveness of an inquiry-based science teaching program to enhance the quality of science learning process as well as two aspects of science learning outcomes, e.g., students’ science process skills and beliefs about science and science instructions. Quantitative as well qualitative data were collected using observations, interviews, testing and scaling from 20 science teachers and 454 seven-grade students of junior high schools who participating the field trial of this inquiry-based science teaching program. Data analysis results indicate that the inquiry-based science teaching: (1) Engender the student more active in discussions and observations collaboratively; (2) Significantly improve students’ science process skills; and (3) Significantly improve students’ attitudes and motivation, but not significantly change students’ belief about science and effective science instruction.
The Effect of Inquiry Learning Model on Students Science Process Skills
Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019), 2019
Inquiry models are commonly used to assess students problem solving and discovery abilities. However, there are several resistance to Inquiry syntax that can improve students' science process skills. The purpose of this study was to determine the Inquiry model of students' science process skills. This study is a quasi experiment research using samplings techniqe, where IVA class as experiment class I, IVB II as experimental class II, and IVC as control class. Data analysis techniques using covariate analysis (ANACOVA) using by SPSS 23.0 for windows applications and data collection using multiple choice test. Based on hypothesis test with P <0.05 then Ho is rejected and Ha accepted where this means there is significant influence on the application of model Inquiry with average value is 88.20. Its means that Guide Inquiry more positively than Modified Inquiry 87.20, and Direct Instruction model (average value 70.60) to the students science process skill.