STUDENTS’ ACADEMIC SELF-CONCEPT IN EARTH SCIENCE THROUGH ONLINE PROCESS ORIENTED GUIDED INQUIRY LEARNING APPROACH

Abstract

: This study investigated the effects of online Process Oriented Guided Inquiry Learning approach on students’ academic self-concept among Junior High School in Earth Science. Specifically, it aimed to assess the student’s academic self-concept as exposed to an online process-oriented guided inquiry learning approach in relation to academic confidence and academic effort. A one-shot pretest-posttest pre-experimental design was employed in the study. An adapted academic self-concept survey questionnaire was used with a reliable Chronbach’s alpha of 0.89. Quantitative data from the questionnaire were analyzed using descriptive statistics. The findings of the study revealed that students exhibited positive academic self-concept after exposure to the online processoriented guided inquiry learning approach. Further results show a moderately positive result in relation to academic confidence and positive academic effort. A quantitative analysis indicated that students positively perceived themselves as learners in Earth Science.