The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

Abstract

Due to apartheid policies, Black African learners in South Africa have been severely disadvantaged in school science. Despite policy changes to redress these historical imbalances, Black African learners continue to underperform in science. Previous research has identified motivation as a key factor that impacts performance. Achievement goal orientation is a construct of motivation that explains learning behaviour. In an attempt to address the problem of learner motivation, this study investigated the effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at historically disadvantaged township schools in South Africa. In South Africa, the term “township” usually refers to under‐developed urban areas that were historically created for “non‐whites” during the apartheid era. The findings showed that the experiment group of learners who experienced inquiry‐based learning significantly gained in mastery goal orientation, while the control that were taught through a traditional direct didactic approach had an insignificant change in their mastery goal orientation. From these results, it can be concluded that inquiry‐based learning does support a mastery goal orientation in learners. This orientation is regarded as desirable because mastery approach goals could support positive outcomes in conceptual learning, leading to an improvement in science achievement of learners.

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

“…For example, contrary to the case with traditional science teaching, an argument‐based inquiry approach resulted in higher achievement for learners with disabilities (Taylor, Tseng, Murillo, Therrien, & Hand, ). Also, 5e (engagement, exploration, explanation, elaboration, and evaluation) inquiry‐based lessons resulted in increased goal orientation, an aspect of learner motivation (Mupira & Ramnarain, ).…”

Potential Factors to Enhance Students' STEM College Learning and Career Orientation

“…Regarding how teachers can enhance students' post-secondary education and career in STEM fields, teachers can modify their lesson plan by incorporating Trowbridge and Bybee's 5E model (Trowbridge and Bybee, 1996;Bybee et al, 2006): Engagement, Exploration, Explanation, Elaboration, and Evaluation. Ample evidence has shown the effect of 5E model on enhancing students' STEM academic performance (Lara-Alecio et al, 2012;Kim, 2016;Mupira and Ramnarain, 2018). To help strengthen students' STEM interests, Burke (2014) suggested to add "Enrichment" to the model.…”

“…Step 1: For the development of the survey, we examined literature on: (a) home learning environment research (e.g., Peterson et al, 2005;Urdan et al, 2007;Sad and Gurbuzturk, 2013;Ramsdal et al, 2015); (b) parental involvement (e.g., Chavira et al, 2016;Holmes et al, 2018) Kim, 2016;Mupira and Ramnarain, 2018). By further examining these studies, we could develop items addressing educational experiences in home and classroom environments as viewed and experienced by the students during home and/or classroom activities.…”

The Influence of an Inquiry-based Approach on Grade Four Learners’ Understanding of the Particulate Nature of Matter in the Gaseous Phase: A Case Study

“…They however, did not implement inquiry learning complaining of large class sizes, the rush to complete the curriculum, and lack of resources (Ramnarain & Hlatswayo, 2018). In another study at high school, the results showed that using inquiry learning considerably improved mastery goal-orientation as compared to the traditional direct didactic approach (Mupira & Ramnarain, 2018). Mastery in goal-orientation is essential for improved achievement.…”