The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course

Autor/in	Abdi, Ali
Titel	The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course
Quelle	In: Universal Journal of Educational Research, 2 (2014) 1, S.37-41 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Science Instruction; Academic Achievement; Inquiry; Learning Processes; Teaching Methods; Elementary School Students; Grade 5; Control Groups; Experimental Groups; Achievement Tests; Pretests Posttests; Statistical Analysis; Quasiexperimental Design; Measures (Individuals); Statistical Distributions; Iran + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulleistung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Messdaten; Wahrscheinlichkeitsverteilung
Abstract	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. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01