The Effect of Coupled Inquiry-5E in Enhancing the Understanding of Meiosis Concept

Autor/inn/en	Yakob, Nooraida; Kaliun, Kelvineh; Ahmad, Ahmad Muslihin; Rashid, Rabiatul-Adawiah Ahmad; Abdullah, Amelia
Titel	The Effect of Coupled Inquiry-5E in Enhancing the Understanding of Meiosis Concept
Quelle	In: International Journal of Evaluation and Research in Education, 9 (2020) 1, S.129-137 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Preservice Teachers; Inquiry; Biology; Science Instruction; Secondary School Science; Scientific Concepts; Foreign Countries; Instructional Effectiveness; Malaysia + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Unterrichtserfolg
Abstract	The purpose of this study is to investigate the effectiveness of coupled inquiry-5E approach on the understanding of meiosis concept among pre-service teachers. The research design of this study is one-group design with a pre-test-post-test-delayed post-test. A total of 31 pre-service teachers from one public university involved in this study. An instrument, Meoisis Conceptual Test with 19 items was used. Data was analysed using One Way Repeated Measure ANOVA. The result showed that there is a statistically significant effect for time, Wilks' Lambda =0.80, F (2,29) = 3.65, p<0.05, multivariate eta squared = 0.20. From the analysis, it can be concluded that there is a statistically significant effect for time. Thus, this finding showed that couple inquiry learning approach has an effect on enhancing meiosis understanding among pre-service teachers. From this study, it is suggested that couple inquiry learning approach is a good method to be used in learning abstract concept such as meiosis. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. Tel: +62-274-4534501; Fax: +62-274-564604; e-mail: ijere@iaesjournal.com; Web site: http://ijere.iaescore.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01