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How does inquiry-based instruction affect learning in a secondary school Science class?


Citation

Lee, Tze Jiun and Kamarudin, Nurzatulshima and Talib, Othman and Hassan, Aminuddin (2017) How does inquiry-based instruction affect learning in a secondary school Science class? In: Empowering 21st Century Learners Through Holistic and Enterprising Learning. Springer, Singapore, 103 - 114. ISBN 9789811042409; EISBN: 9789811042416

Abstract / Synopsis

This study used a quasi-experiment with pretest–post-test design (quantitative) to compare thinking skills achievement tests of students who practise structured-inquiry-laboratory practices (St-IQL) and students who only receive classroom teaching (CT) using two biology chapters in secondary schools. Two classes of Form 4 students (n = 64) from two public secondary mixed schools in Kuala Lumpur, Malaysia, were selected for the study. Higher and lower order thinking skills questionnaires (suggested by Bloom) were handed out in the pretest and post-test. The post-test was administered after both classes had done the treatments, respectively (8 weeks), in order to evaluate the level of students’ thinking skills of biology concepts. The students who were exposed to St-IQL treatment achieved higher post-test mean scores than those who were exposed to CT method. A small effect size (partial eta squared) of 0.23 suggests that 23% of the variance in the post-test scores was related to the differences in the instructional methods.


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Additional Metadata

Item Type: Book Section
Divisions: Faculty of Educational Studies
DOI Number: https://doi.org/10.1007/978-981-10-4241-6_11
Publisher: Springer
Depositing User: Azhar Abdul Rahman
Date Deposited: 03 Dec 2019 00:41
Last Modified: 03 Dec 2019 00:41
Altmetrics: http://www.altmetric.com/details.php?domain=psasir.upm.edu.my&doi=10.1007/978-981-10-4241-6_11
URI: http://psasir.upm.edu.my/id/eprint/63130
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