Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom

Vishnumolakala, Venkat Rao; Southam, Daniel; Treagust, David F.; Mocerino, Mauro; Qureshi, Sheila S.

doi:10.1039/c6rp00233a

Cited by 75 publications

(78 citation statements)

References 60 publications

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“…Cohen's d values were also computed to estimate the effect sizes between the groups. The effect size values were later examined in accordance with the acceptable (Vishnumolakala, Southam, Treagust, Mocerino and Quresh, ; Creswell, ) range: small effect (0.2–0.30), medium effect (0.40–0.70) and larger effect (0.8 and above). The results are presented in Tables .…”

Section: Resultsmentioning

confidence: 99%

The impact of teachers’ characteristics on their self‐efficacy and job satisfaction: a perspective from teachers engaging students with disabilities

Shaukat

Vishnumolakala

Bustami

2018

Research in Spec Educ Needs

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The study investigated the impact of Pakistani special education teachers’ characteristics like gender, age, background qualification, teaching experience and professional qualification on their self‐efficacy beliefs and job satisfaction. The study employed a quantitative research design comprising 94 female and 24 male teachers from five public schools located in the district of Lahore. The findings from self‐efficacy and job satisfaction measures indicate that teachers’ characteristics like gender, age, academic education and teaching experience had significant influence on self‐efficacy beliefs and job satisfaction. Female teachers exhibited higher level of self‐efficacy beliefs and job satisfaction to teach students with diverse needs as compared with their male counterparts. However, a significant correlation between self‐efficacy and job satisfaction was not found. This study suggests professional training programs tailored to enhance male and female teachers’ self‐efficacy beliefs and job satisfaction while addressing the needs of children with disabilities.

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Section: Resultsmentioning

confidence: 99%

The impact of teachers’ characteristics on their self‐efficacy and job satisfaction: a perspective from teachers engaging students with disabilities

Shaukat

Vishnumolakala

Bustami

2018

Research in Spec Educ Needs

Self Cite

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“…Guided inquiry is one of the various inquiry learning models which mainly consists of five steps, namely observation, manipulation, generalization, verification and application (Vishnumolakala, Southam, Treagust, Mocerino, & Qureshi, 2017;Fay, Grove, Towns, & Bretz, 2007;MartinHansen, 2002). Guided inquiry provides guidance in formulating investigative questions and/or other phases if required commonly for learners whose inquiry skill has not committed or established (Banchi, H., Bell, 2008;Wenning & Khan, 2011;Shen, 2007;Kuhlthau, 2010;Dounas-Frazer & Reinholz, 2015;Vishnumolakala et al, 2017). Learning performances such as observing of investigation pursuing phenomena, formulating investigative questions, and designing investigative experiments are…”

Section: Review Of Literaturementioning

confidence: 99%

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Sudria¹,

Redhana²,

Kirna³

et al. 2018

INT J INSTRUCTION

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This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guidedinquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia. Samples involved the entire students of five classes taken by cluster sampling from the whole nine classes of the population. Data were collected by Kolb's learning style inventory for the learning styles, observation and document recording for learning performances, post-test for the cognitive achievement, and questionnaires for student's perceptions. Data analyses were conducted qualitatively in assigning the learning styles, and describing learning performances and perceptions, and used ANOVA followed by Scheffé's post hoc test for the effect of learning styles on the cognitive achievement. The results showed: (1) the student learning styles were 35.8% Convergers, 30.0% Assimilators, 17.5% Divergers, and 16.7% Accommodators; (2) learning styles significantly affected the achievement with only superiority of the Convergers over the accommodators; and (3) the inductive guided-inquiry learning of chemical topic which involves concrete evidences via laboratory work was fruitful for all learners of all learning styles.

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“…Most students in this population are in their second year of the undergraduate studies when involvement in research activities are encouraged, providing an outlet to increase self‐efficacy, along with it the likelihood of both male and female students' degree completion and career choices within science (Betz & Hackett, ; Zeldin, Britner, & Pajares, ). The use of process‐oriented guided inquiry learning (POGIL; Qureshi, Vishnumolakala, Southam, & Treagust, ; Vishnumolakala, Southam, Treagust, Mocerino, & Qureshi, ), problem‐based learning (Mataka & Kowalske, ), and collaborative learning (Fencl & Scheel, ) are associated with increased self‐efficacy. Conversely, one study found no impact of POGIL on self‐efficacy (Chase, Pakhira, & Stains, ).…”

Section: Discussionmentioning

confidence: 99%

“…Our research supports those results, and indicates that measuring self-concept, specifically, can help an instructor identify at-risk students before the first term assessment. The recognized influence of score on the first examination on all subsequent measures of achievement (Villafañe et al, 2016) suggests that an initial measure of self-concept can inform an instructor as to which students may be at risk of performing poorly in the class as a whole, at which point they may decide to incorporate interventions which may improve affective and academic measures (Espinosa, 2008(Espinosa, , 2011Mataka & Kowalske, 2015;Ong, Wright, Espinosa, & Orfield, 2011;Qureshi et al, 2017;Vishnumolakala et al, 2017).…”

Section: Implications For Instructionmentioning

confidence: 99%

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

Gibbons

Raker

2018

J Res Sci Teach

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This study is designed to test a reciprocal causation, cross‐lagged model of self‐concept, self‐efficacy, and achievement in a postsecondary STEM course. Both self‐efficacy and self‐concept are known to be related to achievement; however, there is a need to untangle the relationship between the two constructs as well as their association to achievement across time to best direct future research efforts. To achieve this research interest, a longitudinal measurement strategy was used to measure chemistry self‐concept and self‐efficacy for learning and performance before and after achievement measures (i.e., two term examinations) in a postsecondary organic chemistry course context. A reciprocal causation, cross‐lagged model best fits the data as a representation of the relationships between these three measures over time as compared to autoregressive, performance effects, and self‐belief effects models. Significant paths in the reciprocal causation, cross‐lagged model include the first self‐concept measure to the first achievement measure as well as from the second self‐concept measure to the third self‐efficacy measure. Relationships from achievement to each subsequent self‐belief measure were also significant. This study demonstrates the ability of longitudinal measurements of multiple constructs in postsecondary STEM educational research to collect nuanced information that is overlooked when pre‐measure designs of single constructs are used. In the classroom, an initial measure of self‐concept can inform instructors of the likelihood of students to succeed on an initial achievement measure, at which point they may choose to implement some of the targeted intervention strategies from literature.

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Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom

Cited by 75 publications

References 60 publications

The impact of teachers’ characteristics on their self‐efficacy and job satisfaction: a perspective from teachers engaging students with disabilities

The impact of teachers’ characteristics on their self‐efficacy and job satisfaction: a perspective from teachers engaging students with disabilities

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

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