Effective use of Science Inquiry-based Teaching on Student Achievement and Engagement

Abstract

Guided scientific inquiry investigations are designed to have students reach particular answers through the thinking processes and activities of scientists. This paper investigates the impact the science-inquiry teaching approach and evaluates its effectiveness on the students‘ achievement and engagement level over four months and a half. Subjects were 52 girls from a UAE public school following the science reform. The sample is divided in two: the first group sample n=26, was the experimental group receiving science inquiry-based instruction, while the controlled group (n=26) followed non-inquiry-based instruction(traditional strategy).The dependent variables were the students‘ achievement and engagement which were measured through the mixed method approach: 1) quantitative data was collected using a pre- and a post-test to assess the students ‗science achievement. 2) Qualitative data was noted using an observation tool designed for the study and entitled EIT 2013 to evaluate the students‘ engagement. The T-test revealed that the science-inquiry teaching approach produced significantly greater achievement among 6th grade students than the traditional teaching approach. Also, students in the experimental group developed positive attitudes toward science than did those in the controlled group.