Effect of Inquiry-Based Teaching Method on Students Achievement and Retention of Concepts in Integrated Science in Senior High School (original) (raw)
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2016
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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.
Journal of Physics: Conference Series, 2019
This study aimed to determine the science learning outcomes of students in the aspect of cognitive, affective and psychomotor using a guided inquiry model based on a scientific approach. This study is quasi-experiment with nonequivalent control group design. The population is the whole students of Stella Maris Biudukfoho Chatolic Junior High School (SMPK) at grade eight in the Academic Year of 2018/2019. The sample consists of two classes taken by cluster random sampling technique, namely class VIII A as the experimental class and class VIII B as the control class. Data collecting tools namely tests, questionnaires and observation sheets were used in this study. Data analysis of students’ learning outcomes were done using Independent Samples t-test. The results of the three aspects of learning outcomes namely aspects of knowledge, attitudes and skills indicated that the p-value < 0.05 so that H0 is rejected and Ha is accepted. Thus, there were differences in learning outcomes of ...
IRA International Journal of Education and Multidisciplinary Studies
The study examined how Inquiry-Based Learning affects students' academic progress in science lessons and whether this approach can help low-proficiency users of English to comprehend scientific concepts. The study used a Quasi-Experimental design and looked at it through the lens of Self-Determination theory. The study included a total of 40 second-year Junior High School students from two distinct classes. The research was aimed at students aged between 13 and 15 years, and therefore, only students within that age range were selected to participate. Students in the experimental group received Inquiry-Based instruction, while the control group used traditional instruction. The study lasted for four weeks and was an experimental one. To see if Inquiry-Based learning is more effective than traditional teaching, a test with 20 questions was used as a pre-test and a post-test for both the experimental group and the control group. The results of the study showed that students who wer...
International Journal of Trend in Scientific Research and Development, 2021
It has been observed that implementing Inquiry-based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed-method of research was conducted to assess the use of inquiry-based teaching and learning in Science: Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey-correlational was used. On the other hand, a Focus Group Discussion (FGD) was utilized to gather qualitative data. A total of 502 respondents: 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are "highly implementing" the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. To the teachers, as they used IBTL in their science classroom, there were "moderately evident challenges" that they encountered using IBTL in science classroom. Likewise to the students, they also encountered "least evident challenges" when their science teachers use IBTL. Because of these challenges they encountered, learning of the students are affected. The study revealed that there is a positive results on the learning outcomes of the use of IBTL in the science classroom.
IOER International Multidisciplinary Research Journal, 2020
Inquiry-based approaches is one of the five pedagogical approaches prescribed by the K to 12 Basic Education Curriculum. It aimed to ascertain the effectiveness of inquiry-based approaches utilized in teaching Science and its effect on the performance of Grade 10 learners in Governor Feliciano Leviste Memorial National High School at Lemery District, Division of Batangas and was assessed by the teacher and learner-respondents in Academic Year 2018-2019. The study employed descriptive method of research and utilized questionnaire as the main data gathering tool. This study employed 312 Grade 10 learners and 28 science teachers as respondents. Weighted mean, t-test and Pearson's coefficient of correlation were used in the statistical treatment of data. Findings revealed that there were significant differences in the assessments of the teachers and the learners on the utilization of inquiry-based approaches in teaching Science. Moreover, significant relationships of inquiry-based approaches on the performance of learners was observed in understanding and applying scientific knowledge and performing scientific processes and skills while insignificant relationship was reflected on demonstrating scientific attitude and values. Therefore, an action plan was proposed to strengthen and enhance the utilization of inquiry-based approaches in teaching Science which aimed to improve the learners' performance on the existing three domains of learning Science.
Asian Journal of Education and Social Studies, 2021
The purpose of this study was to examine the effects of Inquiry based learning approach on learning achievement and learning satisfaction among grade 4 students in science. The study used a quasi-experimental design. A clustered random sampling was used to select 2 sections out of 3 sections of grade four students. The research instruments implemented were achievement test, questionnaire and observation form were used to collect the data. The experiment was carried out for 5 consecutive weeks. The statistics used for data analysis were mean, standard deviation, paired and independent t-test. The analysis of the result on learning achievement showed that there was a significant difference between the means of pretest and posttest and paired t-test also gave the significant value of p=0.00 (<0.05). Similarly, the overall mean of the student learning satisfaction was 4.61 which indicated that students were extremely satisfied with inquiry based learning approach. The results of the ...
Journal of Turkish Science Education, 2019
The inquiry-based teaching instruction (IbTI) has been practiced internationally to improve student competency in science. The implementation of this strategy has been recommended by the science curriculum in Indonesia since 2003. However, it is not still implemented successfully in schools. The implementation is likely unsuccessful to achieve its goals and this has been demonstrated by the results of an international assessment program called PISA in which the ranks of Indonesia have not increased since 2003. This study; thus, focused on this issue by assessing the implementation of IbTI in secondary schools in Jambi City, Indonesia. In addition, this study included constraints that interfered with the implementation. A researcher-designed questionnaire was sent out to 107 science teachers in Jambi city and 70 (65.4%) teachers returned the questionnaires. The results showed that most of the participants did not use IbTI in their science classrooms. They predominantly used the more traditional teaching strategies such as lecturing despite of the fact that the use of IbTI had been recommended by the curriculum. Four major perceived-constraints including the unsupportive educational settings and insufficient facilities and knowledge had been identified interfered with the implementation. These findings may provide a logical explanation to the low science scores of the Indonesian students as showed by PISA. This study thus highlighted the need of providing the science teachers with reasonable supports for replacing their traditional-type instructions with more student-centered ones such as IbTI. The findings of this study are also beneficial for those in other developing countries who are endeavoring to implement inquiry due to the similarity in their educational context.