Inquiry-based Learning Methods 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.

A Blended Approach to Inquiry-Based Learning Using the Example of the Interdisciplinary Course of BIM in Spatial Management Studies: A Perspective of Students and Professor

Inquiry-based learning (IBL) is one of the most effective teaching methods to follow the trend of constructivism. Its main premise is the dominant role of the cognitively activated student, who, like the researcher, has the opportunity to pose questions, test hypotheses and solve problems by using a wide range of tools and techniques. The output of the IBL method is usually a presentation or a piece of work. In the experiment carried out, the IBL method was used during the interdisciplinary course “Building Information Modelling (BIM)”, taught at the master’s degree programme majoring in spatial management at the Warsaw University of Technology. The aim of the class was to solve a specific problem and develop a scientific and technical manuscript, which at the same time could form the basis of a scientific publication. The class was first experimentally implemented with a mixed-methods approach based mainly on IBL. Students were introduced to IBL techniques and tools as part of a project exercise, then were presented with problem and research topics. Participants in the classes chose an issue from those presented or created a topic of interest themselves. Peer learning, Montessori silent lessons or supervision were used during the implementation of the activities. Students were not assessed digitally, but their activity was marked in the form of pluses (+) and the focus was on providing quick and complete feedback (always individually to the individual or group). The class concluded with a self-assessment and a research questionnaire, which concluded that an authoritative teaching process was a far better choice than an authoritarian or liberal process.

THE INTEGRATION OF 5E INQUIRY-BASED LEARNING AND GROUP INVESTIGATION MODEL: ITS EFFECTS ON LEVEL FOUR SCIENCE PROCESS SKILLS OF FORM FOUR STUDENTS

Studies found that the mastery of Level-4 Science Process Skills (L4SPS) among secondary school students is still relatively weak. Thus, the purpose of this research was to determine the effects of 5E Inquiry-based Learning and Group Investigation (I5E-GI) model on the five constructs of L4SPS, namely Identifying Manipulated, Responding, and Constant Variables, Forming Hypotheses, Making Observations, Making Inferences, and Defining Operationally. A teaching and learning (TL) module was developed to guide teachers in implementing the I5E-GI method for the five L4SPS constructs. The L4SPS Test Instrument was constructed to measure the level of L4SPS mastery at the end of intervention. The quasi-experimental research design was conducted on 180 Form Four students taking Core Science subjects. A total of three groups were assigned, namely i) 5E Inquiry-based Learning and Group Investigation method (I5E-GI, n = 60), ii) 5E Inquiry-based Learning method (5E, n= 60), and iii) Traditional Learning (TR, n = 60) in an urban secondary school in Sarawak, Malaysia. Data were analyzed using the inferential statistical tests of MANOVA, MANCOVA, ANCOVA, and effect size. The results showed that there was a statistically significant effect across the three groups of TL methods. There is a statistically significant effect of the I5E-GI method compared to the 5E and TR methods on the five L4SPS constructs. As for the effect size, the I5E-GI method provides a more significant effect size than the 5E and TR learning methods. Overall, the findings prove that the I5E-GI method has positive implications for the mastery of L4SPS among Form Four students. Keywords: 5E inquiry-based learning, Form Four students, Group Investigation, level-4 science process skills

Assess the Effectiveness of an Inquiry Based Learning Method in Microbiology for Undergraduate Medical Students

Two hours practical session in Microbiology for II MBBS students is most of the time monotonous, vague, teacher centric and not utilized time qualitatively by teaching faculty in conventional method. Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. To determine the student’s performance & effectiveness of inquiry-based learning method over traditional practical method by comparing once. To study students’ and faculty perceptions about inquiry based learning (IBL) method Prospective interventional analytical study was conducted for II MBBS students in department of Microbiology for four months. After Ethical committee approval and informed consent randomized selected 100 students of II MBBS divided into two batches; one for didactic practical and one for interactive new inquiry based teaching learning method. Four topics ( Staphylococcus, Streptococcus, Corynebacterium and M. tuberculosis) selected with 15 days interval from regular departmental teaching schedule. Structured the inquiry based questions to cover entire topic, post test papers and feedback forms and validated prior to start the study. Two hrs practical sessions divided into four parts. First half an hour introduction of the topic as routine didactic method, next half an hour we distributed the questions among students and told them to read, discuss and collect the information from the books or any other sources. Next half an hour discussed the questions and last half an hour conducted short test of 20 marks. Average score in tests was considered for analysis. Mean score was calculated and unpaired t test was applied. P value less than 0.05 was considered statistical significance. Students’ and faculty perceptions about inquiry based learning (IBL) method determined by taking questionnaire based feedback using Likert scale at the end of all four sessions. Mean score for topic Staphylococcus taken in traditional way was 9.02 with SD of 2.3 and that taken by the interactive inquiry based learning method was 14.6 with SD of 2.8 and t value 11.1. Mean score for topic Streptococcus taken in traditional way was 8.94 with SD of 2.6 and that taken by the interactive inquiry based learning method was 14.6 with SD of 2.9 and t value 10.2. Mean score for topic Corynebacterium taken in traditional way was 9.48 with SD of 2.4 and that taken by the interactive inquiry based learning method was 14.0 with SD of 2.7 and t value 8.8. Mean score for topic M. tuberculosis taken in traditional way was 9.38 with SD of 2.7 and that taken by the interactive inquiry based learning method was 14.2 with SD of 3.0 and t value 8.4. Improvement in the performance of the students was observed. Mean score was statistically significant (p value is 0.001) in all four topics conducted by interactive inquiry based learning method. Approximately 90% students agreed that the topic better taught in interactive inquiry based learning method and wanted to have more of such sessions.A positive feedback was received from the students and faculty members stated that the inquiry based learning method was very interesting and effective. The students were more alert, interested and receptive in the session. It helps how to utilized two hours practical time that enhance the interest of students and session become more interactive and informative. Student liked the method as it increases the interaction between teacher and students. It helps in integration of concepts and development of thinking skill. IBL method simplified and clarified concepts the topic, increased receptivity and questions increased attention span. It improves the confidence of teacher as well as students2.The study proved that inquiry based learning method is more effective than didactic method to understand the topic. Strengthen quality of teaching learning. Learners are encouraged to participate and interact.

Effectiveness of Implementing Guided Inquiry to Improve Students' Critical Thinking Skills

Guided inquiry is known as a learning approach that can stimulate students' critical thinking skills. In the initial phase, this research undertook a comprehensive literature review, accessing the latest scholarly publication through diverse channels, including but not limited to Google Scholar, SINTA-registered journals, and official websites of national universites. The main objective of this research is to evaluate the effectiveness of implementing guided inquiry in improving students' critical thinking skills at elementary, middle school, high school and student levels. This research uses a guided inquiry-based learning method as the main approach. A literature study was carried out to obtain secondary data from journals that discuss the application of guided inquiry. Thoughtfully curated sources encompassing reputable journals published between 2017 and 2023 were meticulously chosen for inclusion. The results of the analysis of 27 journals show that the application of guided inquiry is significantly more effective in improving students' critical thinking skills compared to non-inquiry approaches. Substantive distinctions in critical thinking aptitudes emerge between students exposed to the guided inquiry model and those who are not.

A SYSTEMATIC REVIEW OF THE CHARACTER OF TOLERANCE IN PHYSICS LEARNING

This research is the first to conduct a systematic review of the concept of tolerance character in the context of physics learning. The research aims to explore the definition, measurement, and development of tolerance character among high school students through physics learning. The method used in this research is the literature review method. Sampling in this study was carried out by looking for several scientific articles from previous research on the character of tolerance found on Google Scholar, which were then examined and conclusions drawn. Results of the analysis of articles regarding the character of tolerance in learning physics in high school found that the character of tolerance is a character that needs to be instilled in students at the high school education level through learning physics. The research also identified the benefits, challenges, and strategies of fostering tolerance in physics learning, such as enhancing students’ critical thinking, communication, and collaboration skills, overcoming misconceptions and stereotypes, and using inquiry-based, problem-based, and cooperative learning methods. This character of tolerance can be taught and applied in education through learning, one of which is learning physics. The novelty of this research is that it provides a comprehensive and systematic overview of the existing literature on the concept of tolerance character in the context of physics learning. The research also contributes to the literature on physics education and character education by highlighting the role of physics learning in enhancing the tolerance character of high school students.

All about learning methods: Past, Present and Future

Learning methods play a vital role in instructional pedagogy. Different learning methods are available that are being used according to the learning environment and educational levels. The objectives of this review study were to discuss the different past, current, and future learning methods. The past learning methods consisted of traditional learning methods, discussion learning methods, and module-based learning. The current learning methods consist of flipped learning methods, online learning methods, digital game-based learning methods, blended learning methods, project-based learning methods, inquiry-based learning methods, case-based learning methods, problem-based learning methods, and concept-based learning methods. The future learning methods consisted of artificial intelligence-based learning methods. All these methods have been discussed in this review article.

The Effect of Discovery Learning on The Development and Strengthening of Understanding Basic Concepts in Biology Based on Students’ Experiences

The Indonesian government is currently implementing two types of curriculums, namely the 2013 curriculum and the ‘Merdeka belajar’ curriculum which has been implemented for 2 years. Both of these differently named curriculums run together at different academic grades throughout Indonesia. Although they have different names, both curriculums have similarities in the application of their learning process, which is inquiry-based learning. Teachers can apply inquiry-based learning based on the guidelines specified in the curriculum or implement other inquiry-based learning methods, one of which is Wenning's levels of inquiry. This study aims to develop and strengthens the understanding of basic concepts in biology based on the student experience. This study investigates the impact of discovery learning on the development and strengthening of understanding basic concepts in biology, based on the experiences of students. The research aimed to explore the effectiveness of a discovery learning approach in enhancing students' comprehension and retention of fundamental biological principles. This study emphasizes the value of discovery learning as a powerful pedagogical approach for facilitating students' comprehension and mastery of basic concepts in biology. After carrying out the learning process with discovery learning steps, students get reinforcement of the basic concepts of the food digestive system and make it easier for students to carry out the next stage of inquiry.

The Implementation of Inquiry-Based Learning Activities in an Introductory Animal Science Course

Inquiry-based learning (IBL), a student-centered teaching technique, prompts students’ initiative in self-guided learning and problem-solving. IBL promotes engagement through higher-order thinking, collaboration, and creativity. This study examines the impact of IBL levels on students’ interest, motivation, and engagement. Three levels of IBL (traditional, structured, and guided) were implemented in an introductory animal science laboratory session at three time points during the Fall 2021 semester. Students were divided among five laboratory sessions and then randomly divided into six groups using a Latin square arrangement. During each time point, students completed 20-minute case scenario activities utilizing one of three IBL levels. Inquiry levels were differentiated by the instruction, information, and supplies provided to students. At each time point, students self-reported their situational interest, motivation, and engagement on a Likert scale. Across all IBL levels, students experienced high levels of attention demand, identified regulation, and personal effort and no differences were seen between IBL levels. Although limited to one course, our findings suggest that IBL activities promote interest, engagement, and motivation, which could generate long-term student engagement and investment in course content. Future research should juxtapose inquiry-based learning and traditional teaching methods to further examine the impacts in additional formats and subjects.

ការអនុវត្តវិធីសាស្រ្ដបង្រៀននិងរៀនតាមបែបរិះរក ដើម្បីបង្កើនលទ្ធផលសិក្សារបស់សិស្សក្នុងមុខវិជ្ជាជីវវិទ្យាថ្នាក់ទី៧

Teachers' teaching methods are an important factor in influencing students' learning outcomes. However, some teaching methods are not yet widely used. The objectives of this research are (1) to understand the effectiveness of the implementation of an inquiry-based learning (IBL) method to improve learning outcomes in the biology subject, and (2) to understand the interest and knowledge of students after practicing IBL. The study was conducted in a New Generation School of Preah Sisowath High School with a total of 72 participants from two different classes. The research lasted 10 weeks. It used quantitative research tools, such as a pre-test, post-test, and questionnaire based on a Likert scale. Data analysis was performed in Microsoft Excel to calculate the mean, standard deviation, and p value. The research results showed that, through the implementation of IBL, students’ post-test results had an average score of 33.83, while through the implementation of a traditional method, the average score was 24.57 (p<0.001). Based on the research results, the implementation of IBL enabled students to have better learning outcomes than the traditional teaching and learning method. After implementing IBL, students were satisfied with the practice and developed their knowledge and skills. Overall, the use of IBL not only increased students’ learning outcomes but also helped them develop their experiment skills, collaboration, and responsibility for their work.

Inquiry-Based Teaching Produces Better Results Than Traditional Teaching Method, a Quasi-Experimental Design Study Using the Topic ‘‘Measurement of Heat and Temperature’’ in Basic 8

The purpose of this study was to help determine the effectiveness of inquiry-based learning (IBL) over the traditional method. It was also to identify difficulties associated with the use of the inquiry-based learning method This was investigated using the two methods of teaching to teach the concept of measurement of temperature to Basic 8 students of K.O Methodist Junior High School ‘B’ in Kumasi, Ghana. The research design was quasi-experimental. Tests on the concept of heat and temperature (TCHT) were used to obtain responses from Sixty students who were sampled purposively from all students in Basic 8 and were divided into control and experimental groups. Five teachers were interviewed on the challenges of teaching science through the IBL approach. Data was collected under two stages: the pre-experimental, experimental, and post-experimental stages. It was recorded from the independent sample T test that, there was significant difference between the use of the inquiry-based method of teaching and learning and the traditional method of teaching in favour of the inquiry-based method at a confidence interval of 95%. Students who were taught using the inquiry-based method of teaching and learning performed better than those who were taught with the traditional approach. The research, however, concluded that due to factors such as lack of technical know-how, space on timetable etc. among others, teachers are unwilling to use the inquiry method. The study recommended among other things that teachers should adopt the improvisation technique if they want to use the IBL.

Agency, Competencies Integration, and Curriculum Transformation – Research on Inquiry-Based Learning Methods in Social Studies

Agency, Competencies Integration, and Curriculum Transformation – Research on Inquiry-Based Learning Methods in Social Studies

Inquiry-based learning on the example of the IB International School Programme of Inquiry

Introduction. Inquiry-based learning is perceived as one of the most effective teaching methods, an example of the implementation of constructivism in educational practice with the dominant role of a cognitively activated student, who, analogous to the work of a scientist, has the opportunity to pose questions, hypotheses and research problems and to construct strategies to solve them through the use of a number of various research tools, and finally to present, in a variety of forms, the results of their research. However, in Poland, this approach to teaching is a basically unrecognized area, especially at the level of early childhood education. Purpose. The purpose of this article will be to present a description of the inquiry-based learning (IBL) method, indicate its key elements and implications using the example of one elementary school with the IB programme. Materials and Methods. The subject of the analysis are publications and educational materials on the inquiry-based learning method, as well as the analysis of the content of documents presenting the plan and evaluation of the school’s teaching work developed by a team of early childhood education teachers from a non-public international elementary school in Poland with the IB programme. Results. The IBL method with the system support offered by the IBO Foundation can be implemented in early childhood education in the conditions of the Polish education system. Conclusions. The example of the IBL method implementation in the world of school practice proves that teaching in Poland can be different. There is a need for activities aimed at promoting such didactic solutions.

EFFECT OF INQUIRY-BASED LEARNING ON STUDENTS’ ATTITUDE TOWARDS LEARNING BIOLOGY AT UPPER SECONDARY SCHOOLS IN RWANDA

Attitude has been regarded as a motivating feeling for the learning of biology. However, how inquiry-based learning contributes to attitude change towards the learning of biology has not yet been studied in Rwanda. This study intends to determine the effect of inquiry-based learning on students’ attitudes toward learning biology. A sample of 228 secondary school students at the upper secondary level in Rwanda was used. A quasi-experimental design with pre-and post-test was employed. One group was randomly assigned to the control group (N = 109) under the conventional teaching method, while the second group participated as the experimental group (N = 119) under the inquiry-based learning method. Biology attitude questionnaire (BAQ) was tested and a Pearson reliability of .89 coefficient was found, and hence the BAQ was adopted and used for the control and treatment groups before and after learning microbiology. Results asserted a significant effect of intervention in favor of the experimental group. However, a significant effect of the treatment on students’ attitude change in relation to gender was not identified. The study recommends using inquiry-based learning to promote attitude toward learning biology as it raises students’ interest to learning biology and alleviates the difficulty of its concepts. Keywords: biology education, inquiry-based learning, students’ attitudes, quasi-experimental design

The Link between Mathematics Teaching Strategies and Students' Anxiety

This study focused on the link between Mathematics teaching strategies and students' anxiety in school. This study follows a qualitative approach, using a systematic literature review by evaluating and summarizing the relevant research results on students' Mathematics anxiety and Mathematics teaching strategies. Online databases were searched and ten studies were selected, and only the studies that were published between 2000 and 2022 were included in this study. The studies examined how students' Mathematics anxiety is affected by Mathematics teaching strategies such as the followings: problem-based teaching style, direct teaching style, single instructional approach, systematic and structured approach, creative and discovery approach, inclusive instructional strategies, inquiry-based learning, and student-centered learning methods of teaching. The study concluded that there is a relationship between Mathematics teaching strategies and students' Mathematics anxiety. Student-centered teaching methods, problem-based teaching approaches, creative and discovery approaches, inclusive instructional strategies, and inquiry-based learning were found to reduce Mathematics learning anxiety. Based on the findings, this systematic literature review suggests that a positive and welcoming environment should be created by Mathematics teachers so that concepts in Mathematics can be discussed by students without being afraid of failing, thereby reducing their anxiety in Mathematics.

Teaching transfer functions without the Laplace transform

ABSTRACT Transfer functions are convenient representations to analyse cause-and-effect relationships of linear time-invariant dynamic systems. Traditionally, transfer functions are introduced using the Laplace transform. In this paper, we argue that the Laplace transform method is not a necessary prerequisite to understanding the topic ‘transfer functions’. We offer an inquiry-based learning method to represent transfer functions without formally using the full machinery of Laplace transforms. The method is used in an introductory engineering course on system modelling and simulation at Aalborg University, Denmark. The paper also presents an initial assessment of the students' understanding of transfer functions without knowledge of Laplace transforms and the experiences gained from implementing inquiry-based learning in the course. Finally, we conclude with a discussion of the impact of CAS tools on mathematics and engineering science teaching and learning.

Teaching Statistics with an Inquiry-Based Learning Approach

Two case studies were conducted to examine whether inquiry-based learning (IBL) can help students in understanding normal distributions, and to determine if IBL methods have any effect on students' conceptual and computational capabilities. There were 16 students in the traditional class and 17 students in the IBL-implemented class who participated in each of two case studies. The experimental group performed significantly better than the control group in terms of conceptual understanding and computational skills. These outcomes suggest that IBL methods such as discussions, asking questions, and guided lectures helped students to develop statistical reasoning.

Using Inquiry Based Learning to Improve Students Speaking Skills

English is one of the existing languages in this world. Speaking is one of the important skills in English. A priority for many second language or foreign language learners is the mastery of speaking. Speaking is one of the indicators that someone understands English. As a foreign language, English tends to be difficult to be learnt by foreign language learners. The researcher aimed to find out if the use of inquiry-based learning method can improve the students’ speaking skill at the tenth-grade students of vocational high school. This research used classroom action research (CAR). The cycles of this research were planning, acting, observing, and reflecting. The method used in collecting the data was a test. The research result of students’ pre test was 66.6. Meanwhile the students’ post test result was 72.2. In conclusion inquiry based learning method improved speaking skill at the tenth grade students of vocational high school.

Using Inquiry Based Learning to Improve Student’s Speaking Skills

English is one of the existing languages in this world. Speaking is one of the important skills in English. A priority for many second language or foreign language learners is the mastery of speaking. Speaking is one of the indicators that someone understands English. As a foreign language, English tends to be difficult to be learnt by foreign language learners. The researcher aimed to find out if the use of inquiry-based learning method can improve the students’ speaking skill at the tenth-grade students of vocational high school. This research used classroom action research (CAR). The cycles of this research were planning, acting, observing, and reflecting. The method used in collecting the data was a test. The research result of students’ pre test was 66.6. Meanwhile the students’ post test result was 72.2. In conclusion inquiry based learning method improved speaking skill at the tenth grade students of vocational high school.

Preservice Teachers’ Experience in Learning and Teaching Social Sciences in Secondary Education Using the Inquiry-Based Learning Method

The ability of teachers to adopt inquiry-based learning depends to a large extent on their knowledge, skills, perception, and attitudes toward it. Therefore, it is important to explore the preservice teachers’ experience of learning and teaching with this method, with the assistance and mediation of preservice teachers’ educators. Preservice teachers participated in a blended course to acquire the teaching skills needed for inquiry-based learning, at the same time gained experience teaching based on this approach in high schools in Israel. The study included 120 preservice teachers who completed questionnaires at the beginning of the course (first measurement) and at the end of the course (second measurement). The findings show that between the two measurements there was an increase in positive attitude toward inquiry-based learning and teaching. Most of the participants noted the difficulties they encountered in applying the inquiry-based method in teaching in schools. In the course of teaching with this method, they acquired tools to cope with these difficulties.