Implementing Inquiry-Based Learning and Examining the Effects in Junior College Probability Lessons

Chong, Jessie Siew Yin; Chong, Maureen Siew Fang; Shahrill, Masitah; Abdullah, Nor Azura

doi:10.22342/jme.8.2.3964.157-164

Cited by 10 publications

(10 citation statements)

References 8 publications

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“…The research findings supported the claim that using Inquiry-based approach increased students' content knowledge through the development of the information-processing skill [6] and [11]. Figure 1 displayed the comparison of marks between the students' preand post-tests.…”

Section: Results and Analysis 31 The Use Of Inquiry-based Approach supporting

confidence: 73%

“…In an Inquiry-based approach, the students were encouraged to become active learners as it engaged students in their learnings and gave them freedom to explore [5]. In other words, IBA enabled students to experience the processes of knowledge creation and developed students' research skills to become life-long learners [6]. IBA helped in the process for answering questions and solving problems based on the logical examination of facts and observations [5,6].…”

Section: Introductionmentioning

confidence: 99%

“…In other words, IBA enabled students to experience the processes of knowledge creation and developed students' research skills to become life-long learners [6]. IBA helped in the process for answering questions and solving problems based on the logical examination of facts and observations [5,6]. It represented active learning and the teacher's role was to facilitate students' learning [7].…”

Section: Introductionmentioning

confidence: 99%

“…It represented active learning and the teacher's role was to facilitate students' learning [7]. In IBA, learning was driven through the students' inquiry and their need for facts, procedures and guiding principles in order to explore possible answers [5,6]. In fact, IBA was a form of self-directed learning in which the students were responsible for determining what they wanted to learn; identifying resources and how best to learn from them; using resources and reporting their learning; and assessing their progress in learning [8].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Teaching tourism in geography through an inquiry-based approach (IBA)

Basar¹,

Jawawi

Matzin

et al. 2019

EduLearn

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An Inquiry-based approach (IBA) is a teaching approach that promotes students' active learning and inquiry. This study examined the effectiveness of IBA as a tool for teaching Geography and explored the students' perceptions when they were taught using IBA. The investigation was carried out in one secondary school in Brunei Darussalam. A total of twenty students aged between 15 to 16 years old were selected as participants. This research adopted a qualitative approach using an action research. Data was collected from lesson observations, focus group interview, and achievement tests. The findings showed that there were remarkable improvements in the students' achievement tests. IBA successfully had helped students to develop some personal and inter-personal skills and encouraged them to become independent learners. However, there were some issues identified in this study. Obtaining information for their research was a challenge for many students, as they had limited access to computers and the Internet outside the school. The findings also revealed that the role of the teacher as the facilitator in IBA could be a challenge to the teacher herself.

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Section: Results and Analysis 31 The Use Of Inquiry-based Approach supporting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teaching tourism in geography through an inquiry-based approach (IBA)

Basar¹,

Jawawi

Matzin

et al. 2019

EduLearn

View full text Add to dashboard Cite

show abstract

“…Idris and colleagues stated that the use rubrics enabled teachers do systematic evaluation of their students' work and contribute to the students' learning process through constructive feedback whilst acting as the framework. On the other hand, Chong et al (2017) used observational rubrics to monitor students' learning progress and to measure students' inquiry skill in the inquiry-based learning of conditional probability.…”

Section: Use Of Rubrics In Learningmentioning

confidence: 99%

The Use of Peer Assessment to Improve Students’ Learning of Geometry

Omar¹,

Shahrill²,

Sajali³

2018

European Journal of Social Science Education and Research

Self Cite

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This mixed-method action research study aimed to examine the effect of the use peer of assessment in a Brunei Mathematics classroom in the learning of Geometry. This study offered insights into the use of a student-centred learning approach, which the participants held the role as an assessor of peer’s work, and the use of peer feedback as a potential learning source in changing students’ conception and understanding in the topic of Angle properties. The study revealed that the use of peer assessment had significance in improving students’ performance in the learning of Geometry and there was evidence of knowledge retention as a result from the intervention as seen in the improved post-test performance on similar mathematical problem. In addition, the mathematical works in the post-test still showed evidence of misunderstandings and misconception in the concept of Angle. Despite the unsatisfactory quality of peer feedback given by the participants, the assessing activity and the student’ role as the assessor had increased cognitive, metacognitive awareness and self-regulation in their learning. Overall, the participants showed positive perception and attitude towards the use of peer assessment as a learning tool in Mathematics and considered it as a means for knowledge sharing. There was still concern of emotional sensitivity and anonymity despite the effort to maintain the anonymity of the students’ work and identity as an assessor.

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The influence of inquiry-based learning on Indonesian students’ attitude towards science

Sangkala

Doorman

2019

J. Phys.: Conf. Ser.

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Firstly, this study examined changes in Indonesian high school students’ attitude towards science after the implementation of inquiry-based learning (IBL). Using a quasi-experimental approach, TOSRA questionnaires were administered before and after intervention to access changes on students’ attitude. The results indicate IBL did not have a positive impact on students’ attitude towards science. Secondly, this study describes an attempt to discover factors limiting or supporting the implementation of IBL in Indonesian classrooms practice. Qualitative analysis of observation and teacher’s interview data was performed. Our findings reported that time, questioning techniques, task difficulties, insecurity of self-directed learning, and experience with group influenced IBL lessons’ implementation.

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Implementing Inquiry-Based Learning and Examining the Effects in Junior College Probability Lessons

Cited by 10 publications

References 8 publications

Teaching tourism in geography through an inquiry-based approach (IBA)

Teaching tourism in geography through an inquiry-based approach (IBA)

The Use of Peer Assessment to Improve Students’ Learning of Geometry

The influence of inquiry-based learning on Indonesian students’ attitude towards science

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