Relationship between inquiry-based learning and students’ attitudes towards chemistry

Abstract

Students’ attitudes towards science subjects and especially chemistry have been attributed to the use of inquiry-based learning (IBL). The students’ attitudes are important predictors of academic achievement. The consistently poor performance in chemistry among secondary school students has been an issue of concern. This study sought to establish whether IBL has been used in the teaching of chemistry and if it had any influence on students’ attitudes towards chemistry. The study employed a correlational research design that involved conducting a survey of 21 teachers who were purposively selected, and 357 students selected through simple random sampling from the 21 classrooms that these teachers taught. The results revealed that teachers used IBL once a week (M=4.062) and students had positive attitudes towards chemistry (M=3.945). Besides, there was a significant association between IBL and the attitudes of students towards chemistry (r=0.997, p<0.05, R²=0.994).

Development of academic achievements using inquiry-based learning together with educational games

“…In the 4th step (elaboration), the teacher brought educational games to expand knowledge and may use relevant events to make linking previous knowledge with new knowledge easier. After improving the learning management plan a result, in the second operating cycle, 14 people passed the criteria of 70%, representing 100%, in line with IBL is a teaching model that opens opportunities and lets the learners gain experience in building knowledge both in terms of concepts, methods, as well as process skills through a continuous step-by-step process [9], [13], [18]. The results of the study of the satisfaction of grade VII students towards IBL management with educational games.…”

“…Inquiry-based learning (IBL) has become increasingly popular in science education as a means of promoting student achievement [9]- [19]. IBL is a teaching approach that emphasizes active engagement and exploration by students.…”

Exploring the Impact of History of Science Teaching on Science Process Skills, Knowledge of Science Concepts, and Attitudes Toward Science

“…Researchers have utilized diverse teaching approaches to support students' favourable ATS. Although not limited to the following, some of these methods can be listed as such: laboratory-based science teaching (Nicol et al, 2022), science museums (Fazzi & Lasagabaster, 2021), and inquiry-based science teaching (Nzomo et al, 2023). Some studies have recommended HOS teaching to support ATS (e.g., Huybrechts, 2000;Mamlok-Naaman et al, 2005;Monk & Osborne, 1997;Solbes & Traver, 2003).…”