Examining Learning Outcomes of Inquiry-Oriented Instruction in Introductory Linear Algebra Classes

Abstract

This study evaluates the effectiveness of inquiry-oriented instruction in introductory linear algebra classes by comparing the performance of students who learned introductory linear algebra concepts in inquiry-oriented settings (TIMES students) with the students who attended other linear algebra classes (Non-TIMES students). We used the assessment data from 461 students (271 TIMES and 190 Non-TIMES students) which were collected from 19 linear algebra classes at 15 institutes across the country. The linear algebra assessment was given as a post-test to all students, and TIMES students performed significantly better than Non-TIMES students. Overall, the difference in the performance of both groups was statistically significant in the entire assessment, procedural subscale, and conceptual scale of the assessment. In a pair-wise comparison of TIMES and Non-TIMES classes, only those TIMES classes performed significantly better than the Non-TIMES classes on the linear algebra assessment where instructors have more experience with inquiry-oriented teaching.

Improving Science Learning Outcomes Through the Implementation of the Inquiry Learning Model During the Covid-19 Pandemic in Class IX-A Students of SMP Negeri 1 Bendungan for the 2021/2022 Academic Year

“…The characteristics of inquiry learning strategies are: 1) maximum student activity to search and discover, 2) students not only act as recipients of lessons through verbal teacher explanations, but they play a role in discovering the essence of the lesson material themselves. 3) search for and find your own answer to something that is being questioned, so that it is hoped that it can foster an attitude of self-confidence (Selfbelief) (Haider & Andrews-Larson, 2022).…”