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.

This study purposely investigated the impact of using inquiry-based teaching method on students' academic achievement and retention of concept in integrated science against the traditional method in some selected senior high schools in the Obuasi Municipality. The study also investigated the difference in the mean achievement score between male and female students taught integrated science using inquiry-based method. The sample for the study was 292 students in SHS two from Christ the King Catholic Senior High School and Obuasi Secondary Technical in the Obuasi Municipality. The sample were obtained through random sample technique. The experimental group received instructions in integrated science using inquiry-based method of teaching whereas the control group were taught with the traditional method. The data were collected through the use of pretest-posttest research design and were analyze according to the research question for the study. The main research question for the study was: What is the effect of inquiry-based method of teaching on students' achievement and retention of concepts in integrated science? The results from the study indicates that the students in the experimental group performed better than the students in the control group. The findings also show that students who were instructed with inquiry-based method have higher retention capacity than their counterpart students who were exposed to traditional method. There was a slightly gender disparity in the achievement and retention capacity of both male and female students taught integrated science with inquiry-based method in favour of the male. This means that inquiry-based method is very rewarding to students in terms of achievement and retention regardless of gender.

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 ...

EFFECTIVE INQUIRY-BASED LEARNING STRATEGIES 2 Abstract The purpose of this action research is to compare the effectiveness of Inquiry-Based Learning (IBL) over Traditional pedagogical techniques in stimulating student engagement and motivation, increasing science knowledge and developing science skills, and determining the most effective IBL strategies that cause student learning. The study involved six classes in G 10-12 studying science courses, with a total number of 116 students. The classes were divided during the first lesson into two groups: 1) classes taught traditionally and 2) classes taught using IBL strategies. During the second lesson, the two groups were switched. The collected data included three sets of data for each of the three focus questions. Measuring student engagement was done using a student Interest in Science Survey, Student journals and reflections, and teachers’ observation and video analysis. The growth in student science knowledge and science skills development were assessed using objective oriented quizzes, Scientific Method Projects, Teacher observations. The effectiveness of the different IBL strategies were evaluated using student Science Skills evaluation by teachers, Student inquiry survey, Post-intervention student survey. The results supported the effectiveness of IBL on student engagement, learning, and depth of understanding. It provides a guide for teachers for planning IBL lessons using the most effective planning and inquiry strategies, as revealed by the results. Keywords: Inquiry-based learning, Problem-based learning, Project-based learning, design backwards, essential questions, learning, understanding.

Research has demonstrated inquiry-based learning (IBL) engages students in the processes of scientific discovery and can make science relevant toward their real-world concerns. However, in most science classrooms, teachers still use traditional learning, or direct methods of instruction for scientific terminology and other types of discrete knowledge students need to master for standardized testing. Existing research and studies have identified the various impacts of inquiry-based learning in the science classroom and its relationship between student achievement, student motivation and long-term knowledge retention. Research has shown implementation of inquiry-based learning has a positive and direct relationship to student achievement. Planning and developing inquiry-based learning lessons can be time consuming and resources can be limited. However, students can make direct connections and experience deeper learning through hands-on and experiential learning which has an overall po...

Effect of Traditional Vs Modern Methodology is English Subject

This study aimed to improve the eighth graders’ motivation toward science learning through inquiry-based teaching and provide various evidences through cross-comparisons regarding the students’ classroom environment perceptions. The quasi-experiment design was adopted for this study with the subjects being the eighth graders from four classes of a junior high school in Kaohsiung City, Taiwan. Two of the classes were assigned to the experiment group (74 students) and the other two were the control group (75 students). The inquiry-based teaching was applied to the experiment group while the traditional textbook teaching with cookbook experiments was applied to the control group. The teaching duration was the first semester for the eighth graders with a total of six learning units being taught in this period of time. The multi-variate analysis of variance (MANOVA) was applied with the dependent variables being motivation toward science learning and classroom environment perception and ...

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.

Inquiry-based teaching encourages students to learn by themselves. Teachers help students generate their own content-related questions and guide the investigation that follows. This method of teaching enhances student engagement, academic achievement and higher order learning outcomes. In this study, the researcher assessed the performance of the fourth year students in Science in which inquiry-based teaching was applied. The National Achievement Test result, as an outcome, was obtained from the Department of Education. The data of the 18 public high schools in Biliran Division, Philippines was analyzed. Results showed that majority of the students were on the “Average Mastery” in Science. This suggests that the academic level of achievement of the students in Science still needs to be improved. Inquiry-based teaching is a newly introduced method and teachers may require more trainings in this type of teaching. Other innovative approaches in teaching–learning Science for secondary s...