The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course.
By A. Abdi. 2014
302 citations recorded by the source corpus.
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.
Subfields: Computer Networks and Communications, Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/c5d27fd754f91a6a5c3cffef2934210dc087bc9f
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Citations in the corpus
- The Effectiveness of Inquiry Learning Method to Enhance Students’ Learning Outcome: A Theoritical and Empirical Review (2016, background): “Abdi (2014) concluded that there are differences in learning outcomes of students who take the group inquiry learning model with a group of students who take the conventional learning model, where students who take the inquiry learning model to obtain a higher value than the group of students who…”
- THE EFFECTIVENESS USING INQUIRY BASED NATURAL SCIENCE MODULE WITH AUTHENTIC ASSESSMENT TO IMPROVE THE CRITICAL THINKING AND INQUIRY SKILLS OF JUNIOR HIGH SCHOOL STUDENTS (2016, unknown): “Guided inquiry learning model is ideal for science subjects, and some studies have shown that this method is effective to improve student learning outcomes (Abdi, 2014).”