How does inquiry-based instruction affect learning in a secondary school Science class?
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...
| Main Authors: | , , , |
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| Format: | Book Section |
| Language: | English |
| Published: |
Springer
2017
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| Online Access: | http://psasir.upm.edu.my/id/eprint/63130/ http://psasir.upm.edu.my/id/eprint/63130/1/How%20does%20inquiry.pdf |
| _version_ | 1848854721818787840 |
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| author | Lee, Tze Jiun Kamarudin, Nurzatulshima Talib, Othman Hassan, Aminuddin |
| author_facet | Lee, Tze Jiun Kamarudin, Nurzatulshima Talib, Othman Hassan, Aminuddin |
| author_sort | Lee, Tze Jiun |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-15T11:14:22Z |
| format | Book Section |
| id | upm-63130 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T11:14:22Z |
| publishDate | 2017 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-631302019-12-02T16:41:02Z http://psasir.upm.edu.my/id/eprint/63130/ How does inquiry-based instruction affect learning in a secondary school Science class? Lee, Tze Jiun Kamarudin, Nurzatulshima Talib, Othman Hassan, Aminuddin 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. Springer 2017 Book Section PeerReviewed text en http://psasir.upm.edu.my/id/eprint/63130/1/How%20does%20inquiry.pdf 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 10.1007/978-981-10-4241-6_11 |
| spellingShingle | Lee, Tze Jiun Kamarudin, Nurzatulshima Talib, Othman Hassan, Aminuddin How does inquiry-based instruction affect learning in a secondary school Science class? |
| title | How does inquiry-based instruction affect learning in a secondary school Science class? |
| title_full | How does inquiry-based instruction affect learning in a secondary school Science class? |
| title_fullStr | How does inquiry-based instruction affect learning in a secondary school Science class? |
| title_full_unstemmed | How does inquiry-based instruction affect learning in a secondary school Science class? |
| title_short | How does inquiry-based instruction affect learning in a secondary school Science class? |
| title_sort | how does inquiry-based instruction affect learning in a secondary school science class? |
| url | http://psasir.upm.edu.my/id/eprint/63130/ http://psasir.upm.edu.my/id/eprint/63130/ http://psasir.upm.edu.my/id/eprint/63130/1/How%20does%20inquiry.pdf |