The Influence of Inquiry-Based Teaching on Male and Female Students’ Motivation and Engagement

Kuo, Yen Ruey; Tuan, Hsiao Lin; Chin, Chi Chin

doi:10.1007/s11165-018-9701-3

Cited by 14 publications

(13 citation statements)

References 22 publications

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“…The results achieved by females with PD assessment at the end of the term affected the overall improvement in inquiry skills, but it was not found significant after all. These findings are similar to the results of the research focused on motivation and engagement in male students compared to female students with regard to inquiry-based teaching (Kuo et al, 2020). However, most researchers investigating the differences between males and females state that gender is not a determining factor in effective implementation of FA (e.g., Ajobgeje, 2013;Asadifard & Afghari, 2019;Moyosore, 2015).…”

Section: Discussionsupporting

confidence: 82%

Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education

Ganajová

Сотакова

Lukáč

et al. 2021

JBSE

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Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementation of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students’ inquiry skills. A test of inquiry skills was used as the main research instrument to identify the level of the selected inquiry skills before and after a period of teaching with or without FA in the experimental and control group respectively. In the experimental group (n=73), FA was implemented across five subjects: biology, chemistry, physics, mathematics, and informatics, while the control group (n=48) was taught without any external intervention. In both groups, mostly teacher-centred methods of teaching were applied. The research findings confirmed a low initial level of inquiry skills. Teaching using FA showed higher efficacy than teaching without FA, even without a special focus on the inquiry methods. The experimental group achieved significantly better results compared to the control group. In addition, the results confirmed higher efficacy of FA in lower performing students. Gender did not prove as a determining factor in the effective implementation of FA. Keywords: formative assessment classroom techniques, inquiry skills, inquiry skills test, students’ performance, science teaching, upper secondary school

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Section: Discussionsupporting

confidence: 82%

Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education

Ganajová

Сотакова

Lukáč

et al. 2021

JBSE

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“…In contrast, in a study by , female adolescents reported more favorable emotions in the practical part of an inquiry-based learning setting than male adolescents. Kuo et al (2020) further revealed that boys had a higher increase in action-related motivation and engagement regarding science when engaging in an inquirybased learning setting than girls. Since the state of research regarding gender-specific differences in the out-of-school lab is quite heterogeneous, such differences need to be investigated further.…”

Section: Gendermentioning

confidence: 94%

Predictors of Students’ Intrinsic Motivation in a Biotechnological Out-of-School Student Lab

Röllke

Großmann

2022

Front. Educ.

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Out-of-school student labs have been established in the field of STEM (science, technology, engineering, and maths) to support students’ motivation regarding science by giving the opportunity for inquiry-based learning in an authentic learning environment. However, previous research most often lacks to explain and investigate determinants of the reported positive effects of such labs on motivation. Therefore, we investigated predictors of students’ intrinsic motivation during a visit to the out-of-school student lab. 170 secondary school students (58% female; Mage = 16.55 years, SDage = 0.58 years) from 12 courses took part in this study. Our results revealed students’ perceived autonomy and competence as well as their preparation beforehand as predictors of their intrinsic motivation, but not their gender and grade in biology. Out-of-school student labs therefore seem to be an important opportunity to foster intrinsic motivation regardless of individual student characteristics. Since our results show a crucial role of students’ perception of autonomy and competence for their intrinsic motivation in the out-of-school lab, opportunities to implement autonomy and competence support are outlined as practical implications.

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“…Similar result was reported in Çalışkan's (2004) and Tuan et al's (2005) studies. Contrary to this conclusion, there have been results reported that show that instruction using the 5E learning model has been effective in increasing student motivation (Boddy et al, 2003;Kuo et al, 2020).…”

Section: Resultsmentioning

confidence: 93%

An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation

Azizoğlu

Pekdağ

Sarıoğlan

et al. 2022

SEI

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In this quasi-experimental research, the effect of the inquiry-based 5E instruction on students’ learning of the topic of the main subatomic particles forming the atom as well as on their level of motivation was examined. The sample for the study comprised 45 ninth grade students enrolled in two randomly selected classes at a public high school located in a city center in the Aegean region, in the west of Turkey. The topic of main subatomic particles was taught to the experimental group students (n = 21) by inquiry-based 5E instruction, while the control group students (n = 24) were taught the topic using traditional instruction methods. The length of the study was 3 weeks. An academic achievement test which consisted of four open-ended questions and a chemistry motivation scale which was composed of 5-point Likert-type 30 items were administered to both groups as a pre-test and as a post-test. The data were analyzed using the independent-samples t-test and paired-samples t-test statistical analyses. The results showed that inquiry-based 5E instruction on the subatomic particles forming the atom has a significantly positive impact on academic achievement as compared to traditional instruction. Compared with traditional instruction, it was observed that using the inquiry-based 5E instruction did not produce a higher effect on student motivation. Based on the findings, this study provides suggestions that chemistry teachers, educators, and researchers can benefit from.

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The Influence of Inquiry-Based Teaching on Male and Female Students’ Motivation and Engagement

Cited by 14 publications

References 22 publications

Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education

Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education

Predictors of Students’ Intrinsic Motivation in a Biotechnological Out-of-School Student Lab

An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation

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