Effectiveness Of Inquiry-based Learning Research Articles

The Effect of Inquiry-Based Learning on Pharmacist Students

One of the influential factors in shaping professional health workers is the learning process during education. The professional attitude of pharmacy students can be modified with innovative learning methods. Inquiry-Based Learning (IBL) emphasizes students' involvement in systematically, critically, and logically gathering information so that they can formulate their findings. This study aims to determine the effect of IBL on pharmacist professional study program education students taking Pharmacy Communication and Health Promotion courses. This study employed quasi-experimental research with a group Pretest-Posttest Design. The study subjects were 40 students of the Pharmacist Professional Education Study Program. The students got learning interventions with IBL method. IBL stages consist of IBL orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, conclusion formulation, and learning evaluation. Assessment instrumentation included pretests, posttests, reports, and student satisfaction questionnaires. Pretest and posttest data were statistically analyzed with SPSS. The implementation of IBL resulted in an increase in mean scores from 59.82 on the pretest to 92.83 on the posttest. There is a statistically significant difference between these results (Asymp. Sig 0.000). The proportion of student reports rated as excellent 70%, good 20%, and sufficient 5%. Student satisfaction with the learning method reached an average of 93.94%. Inquiry-based learning increases the knowledge of Pharmacist Professional Education Study Program students in the Pharmacy Communication and Health Promotion courses.

The Effectiveness of Inquiry-Based Learning on Reading Skills at SMAN I Lembang: Kurikulum Merdeka

The Effectiveness of Inquiry-Based Learning on Reading Skills at SMAN I Lembang: Kurikulum Merdeka

Effectiveness of inquiry-based learning with the aid of BLOSSOMS video on students’ performance and motivation

Effectiveness of inquiry-based learning with the aid of BLOSSOMS video on students’ performance and motivation

The Effect of Inquiry-based Learning on Senior High School Students’ Achievement in Plane Geometry: Pre-test-Post-test Randomized Experimental Design

Using inquiry-based learning, this study investigates high school students' achievement in plane geometry. It employed the pre-test-post-test randomized experimental design, often known as the control group design. The participants (students) were randomly assigned to one of two classes/groups and were given either an intervention (the treatment group) or no intervention (the control group). One hundred and twenty (120) third-year high school students of similar mathematical aptitude (a control group = 60 students; an experimental group = 60 students) were chosen from a high school in Ghana's central region. Shapiro-Wilk had a p-value greater than.05 (p >.05) for each statistic, indicating that both the pre-test and post-test scores were normally distributed, before and after the test. The findings of the independent samples t-test showed that there was no statistically significant difference between the experimental and control pre-test scores (t = -.48, p >.05, C. I = [-1.78, 1.08]). The one-way ANOVA after inquiry-based learning showed a significant effect on student scores, F (1, 118) = 363.41, p < .05). Furthermore, independent samples t-test findings for the post-test showed statistically significant differences between the experimental and control post-test scores (t = -22.68, p < .05, C. I = [-24.29, 20.40]). The study's implications are that students can make their own connections with the content they learn. They may also comprehend the themes rather than simply recalling rules and formulas. The study concludes that inquiry-based learning improves senior high school students’ achievement in plane geometry.

Encouraging students' metacognitive skills through inquiry learning

This study's purpose of find the inquiry-based learning effect on the metacognitive skills of high school students. This study uses a quasi-experimental method with a pre-test and post-test design. The sample size is 65 science students at a high school in Manokwari. Data analysis using the Mann Whitney test. The results showed Sig 0.00 <0.05, which means differences in metacognitive skills in the experimental and control groups. It can be concluded that there is an effect of inquiry-based learning on students' metacognitive skills.

Inquiry-based Learning in the Interdisciplinary IB MYP Language Acquisition Class

The main objective of the study is to investigate the effect of inquiry-based learning in the frame of interdisciplinary teaching and learning on English class and the impact that it creates on the IB MYP Emergent and Capable Level students (Grade 5, 6, 7 and 8) in the selected IB continuum school, applying the IB MYP curriculum, in Turkey. Three levels of language proficiency are provided for language classes in IB MYP. The planning is established on the effective choice of a suitable level between Emergent, Capable, and Proficient levels. The set of objectives and each level’s needs are used to determine the expectations and set goals for the learners. The study was conducted by using a mixed approach which uses data collected from194 middle school students and 8 IB MYP teachers. Each student completed the questionnaire on Inquiry-based Learning. There are 7 Focus Groups; 5 Focus Groups with a random sampling of middle school students and 2 Focus Groups of related subject area teachers. In line with the purpose of study, the selection of subject-area teachers is limited to English, Maths, and Science which use English as the language of instruction in the selected IB school. The data collected from each participant is analyzed with the help of SPSS 22. Under the light of this study, the answer to the question “How does inquiry-based learning affect the language learning process in the IB MYP Emergent and the IB MYP Capable levels?” is provided. The study is designed to be a comparative case study that focuses on the similarities and differences across the two IB MYP levels; Emergent and Capable and how they connect in terms of inquiry-based learning and language acquisition.It is understood that a student who can benefit from the interdisciplinary learning experience is enriched in terms of the experience of making connections to the real world and showing appreciation of inquiry based learning.

Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified

<p style="text-indent:20px;">In the last decade, major efforts have been made to promote inquiry-based mathematics learning at the tertiary level. The Inquiry-Based Mathematics Education (IBME) movement has gained strong momentum among some mathematicians, attracting substantial funding from US government agencies. This resulted in the successful mobilization of regional consortia in many states, uniting over 800 mathematics education practitioners working to reform undergraduate education. Inquiry-based learning is characterized by the fundamental premise that learners should be allowed to learn 'new to them' mathematics without being taught. This progressive idea is based on the assumption that it is best to advance learners to the level of experts by engaging learners in mathematical practices similar to those of practicing mathematicians: creating new definitions, conjectures and proofs - that way, learners are thought to develop 'deep mathematical understanding'.</p><p style="text-indent:20px;">However, concerted efforts to radically reform mathematics education must be systematically scrutinized in view of available evidence and theoretical advances in the learning sciences. To that end, this scoping review sought to consolidate the extant research literature from cognitive science and educational psychology, offering a critical commentary on the effectiveness of inquiry-based learning. Our analysis of research articles and books pertaining to the topic revealed that the call for a major reform by the IBME advocates is not justified. Specifically, the general claim that students would learn better (and acquire superior conceptual understanding) if they were not taught is not supported by evidence. Neither is the general claim about the merits of IBME for addressing equity issues in mathematics classrooms.</p>

Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training

Information and communication technology has produced changes in the demands of modern-day society (e.g., most jobs will require advanced digital skills in the short term). In addition, nowadays, new active methodologies using emerging technologies are being put into practice. However, little research has been conducted with pre-service teachers, particularly in the teaching of history. This quantitative study analysed the impact of the implementation of a mixed methodology using inquiry-based learning and a student response system (SRS) for the formative assessment of the academic achievement of 240 prospective primary teachers of history. The application of this mixed methodology shows better academic results than traditional lecture-based teaching. In addition, students’ scores achieved through use of the SRS predicted the scores of male students in the final exam; however, this was not in the case for females. Implications for practice or policy: The introduction of information and communication technology into history teaching brings active learning environments in higher education. Pre-service teachers can improve their knowledge of history through the implementation of inquiry-based learning methodology and SRSs. Our results indicate that an SRS can be an effective tool for teachers to carry out students' formative assessment. Teachers can effectively use SRS scores to predict male students' performance in history, but not female performance.

The The Effect of Inquiry-Based Learning on Secondary Student Learning Outcomes in Writing Ability

Inquiry-Based Learning is one of the teaching approach that requires students to actively construct and develop their ideas. It gives students meaningful experiences and insights in constructing their ideas in a coherent and structured manner. A pre-experimental research design using quantitative approach with one-group pre-test post-test design was implemented. Research questions was addressed: what is the effect of Inquiry-Based Learning on the students’ learning outcomes in writing ability? The sample of this study was thirty-students in 11th grade of SMA Muhammadiyah 5 Makassar. Students were given a pre-test and post-test which were analyzed to determine students’ learning outcomes in writing descriptive text. Upon testing the hypotheses, the results indicated that there was significant difference between students’ learning outcomes in pretest and post-test after Inquiry-Based Learning was implemented. The writers proposed that Inquiry-Based Learning be implemented in other English skills, higher education levels, and for both normal and special needs students.

The Effects of Inquiry-Based Learning on Students Learner Autonomy and Conceptions of Learning

The Effects of Inquiry-Based Learning on Students Learner Autonomy and Conceptions of Learning

Improving polytechnic students’ high-order-thinking-skills through inquiry-based learning in mathematics classroom

<span>Mathematics is one of the most emphasized subjects and has grown immensely to provide a strong base for programs in science, engineering and technology. Training students in this field will give them the opportunity to improve their high order thinking skills (HOTS). But the students’ HOTS level is at low stage due to the learning approaches employed in classrooms. As a result, the study aimed at looking into the effect of inquiry-based learning (IBL) in improving polytechnic students’ level of HOTS. Quasi-experimental design was used in this study involving two sampled National Diploma II classes. There were 73 students participated in this study (36 students for experimental group and 37 students for control group). HOTS questions and worksheets based on IBL are the instruments used for this study. At the α=0.05 (p=0.000) level of significance, the results of the independent-sample t-test revealed a significant difference between the mean post-test scores of the experimental group and the control group. Moreover, the students’ overall HOTS level was discovered to be (applying, analyzing, evaluating, and creating) improving through this approach. In conclusion, IBL can have a positive effect on the HOTS of polytechnic students in mathematics classroom.</span>

The Effect of Inquiry-Based Learning on Academic Success: A Meta-Analysis Study

Inquiry Based Learning (IBL) is a student-centered strategy within the constructivist learning approach. This strategy is an important approach that makes students active inside and outside the classroom, and enables students to work in groups, conduct research, present their research, and increase their academic success. When the literature is reviewed, there are many studies that show that IBL increases the academic success of students. The aim of this study is to make the meta-analysis of articles and theses carried out in Turkey between the dates of 01.01.2000 and 01.03.2020 that investigate the impact of IBL on the academic achievement. In this study, meta-analysis method was used to determine the effects of IBL on students’ academic achievement based on grade levels and publication types. The studies evaluated within the scope of this study were created by using the databases of Google Scholar and the National Thesis Center of the Council of Higher Education. To this end, 30 studies were selected in accordance with year, method, data, and publication type criteria. In this study, the thesis and article evaluation form developed by the researchers was used as the main means of data collection. Comprehensive Meta-Analysis (CMA) program was used to analyze the data. According to the results of this study, it is concluded that IBL significantly increases the academic achievement and the effect sizes are meaningful when grade levels are compared. That is, IBL at high school level is more effective than other educational levels, and when the effect sizes are examined, there are no significant differences based on the types of publication (i.e., articles and theses).

The Effect of Inquiry Based Learning With V-Diagram on Students Science Process Skills in Provision Solution Materials

Process skills are very important to be trained for students in the learning process because process skills have a role to help students in developing their minds, provide opportunities to make discoveries, improve memory, and help students learn scientific concepts. The purpose of this research was to determine the effect of inquiry-based learning on students' science process skills in the buffer solution material. The research method used a quasy experiment with a research design Posttest Only Control Group Design, which consists of an experimental class and a control class. The results showed that inquiry-based learning with V-diagrams had a higher score of student science process skills than those using inquiry-based learning alone. Generally the inquiry-based learning with V-diagrams is more effective than inquiry-based learning for students' science process skills.

The Effect of Inquiry-Based Learning on Students’ Critical Thinking in Reading

This research was aimed to find out the significant effect of Inquiry-Based Learning on students’ critical thinking in reading at third-semester students of Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok in academic year 2019/2020. This research was experimental research that categorized by pre-experimental One Group Pretest-Posttest design. The population of this research was at third-semester students of Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok which consisted of 18 students and using surfeited sampling. The instrument of collecting the data was used multiple-choices and questionnaires. In this research, the writer rendered treatment and prepared a test in the form of multiple-choices to look the effect of Inquiry-Based Learning and questionnaires for look the critical thinking. The result of data analysis indicated at third-semester students of Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok attained high score on post-test whom were treated by Inquiry-Based Learning. It means that Inquiry-Based Learning gave a significant effect on critical thinking of students in reading. It was proven by the lowest and highest in pre-test score was 30 and 50 and post-test was 35 and 65. Then, the result of hypothesis testing was the alternative hypothesis accepted. It was provable that t-test was higher than t-table, which was the score of t-test was 3.81 and t-table in df 17 with significant 0.05 was 1.753.

The Effect of Inquiry-based Learning on Religious Subjects Learning Activities: An Experimental Study in High Schools

This study aims to test the validity of inquiry learning models in making students more active in the learning process. This research using experimental methods. The experimental design uses a pretest and posttest control group, an experimental design with two groups. Research has proven that the inquiry learning model significantly makes students more active. They become more responsive, more enthusiastic, ask more questions, and are happier to find new knowledge. The group of students who learned using the inquiry learning model had higher student activities compared to the group of students who did not use the inquiry learning model. The first group of students became more diligent, more enthusiastic, asked more questions, were more active in discussion activities, and were more creative in solving problems and finding new knowledge.

The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

AbstractDue to apartheid policies, Black African learners in South Africa have been severely disadvantaged in school science. Despite policy changes to redress these historical imbalances, Black African learners continue to underperform in science. Previous research has identified motivation as a key factor that impacts performance. Achievement goal orientation is a construct of motivation that explains learning behaviour. In an attempt to address the problem of learner motivation, this study investigated the effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at historically disadvantaged township schools in South Africa. In South Africa, the term “township” usually refers to under‐developed urban areas that were historically created for “non‐whites” during the apartheid era. The findings showed that the experiment group of learners who experienced inquiry‐based learning significantly gained in mastery goal orientation, while the control that were taught through a traditional direct didactic approach had an insignificant change in their mastery goal orientation. From these results, it can be concluded that inquiry‐based learning does support a mastery goal orientation in learners. This orientation is regarded as desirable because mastery approach goals could support positive outcomes in conceptual learning, leading to an improvement in science achievement of learners.

A Meta-Analytic Review of Studies of the Effectiveness of Small-Group Learning Methods on Statistics Achievement

This meta-analytic study focused on the quantitative integration and synthesis of the accumulated pedagogical research in undergraduate statistics education literature. These accumulated research studies compared the academic achievement of students who had been instructed using one of the various forms of small-group learning methods to those who had been instructed using lecture-based instruction. The meta-analytic results showed that cooperative, collaborative, and inquiry-based learning methods were used in college-level statistics courses. The results also showed that cooperative and collaborative learning methods supported the effectiveness of the small-group learning methods in improving students' academic achievement with an overall average effect-size of 0.60. In contrast, the effectiveness of inquiry-based learning was close to zero. This significant positive average effect-size indicated that using small-group learning methods in statistics classrooms could increase the achievement of college students, increasing the scores on a statistics exam from the 50th to the 73rd percentile. In addition, the multilevel analysis revealed that the effect sizes were influenced significantly by the publication-year of the studies, with the most recently published studies having lower effect sizes. The major implication of this study is that evidence-based research supports the effectiveness of active small-group learning methods in promoting students' achievement in statistics.

Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence

Calls for reform in university education have prompted a movement from teacher- to student-centered course design, and included developments such as peer-teaching, problem and inquiry-based learning. In the sciences, inquiry-based learning has been widely promoted to increase literacy and skill development, but there has been little comparison to more traditional curricula. In this study, we demonstrated greater improvements in students’ science literacy and research skills using inquiry lab instruction. We also found that inquiry students gained self-confidence in scientific abilities, but traditional students’ gain was greater –likely indicating that the traditional curriculum promoted over-confidence. Inquiry lab students valued more authentic science exposure but acknowledged that experiencing the complexity and frustrations faced by practicing scientists was challenging, and may explain the widespread reported student resistance to inquiry curricula.