AN ANALYTICAL STUDY OF THE IMPACT OF INQUIRY-BASED LEARNING ON STUDENTS’ INQUIRY PROCESS SKILLS IN TEACHING HIGH SCHOOL BIOLOGY
Abstract
- The main purpose of this study is to investigate the applicability of inquiry-based learning (IBL) that can enhance students’ inquiry process skills in teaching and learning high school biology in Myanmar. Inquiry-based learning was implemented using Biological Science Inquiry Model (BSIM). A mix-method: QUAN qual design was used. For quantitative research, the research design was nonequivalent control group design. Simple random sampling method was used. This study was conducted in four basic education high schools from Yangon Region. The instruments were pretest, posttest, lesson plans, materials, questionnaires and observation checklists. The quantitative research findings include three main parts. Firstly, there was a significant difference in biology achievement between students who received IBL and those who did not. Secondly, the stronger the inquiry process skills were developed, the higher the biology achievement. Thirdly, the predicting factors were observing, hypothesizing, questioning, communicating, classifying and experimenting. For qualitative research, case study research design was used. Random purposive sampling method was used. Regarding qualitative research findings, teachers and students preferred and well performed on inquiry process skills through IBL according to the results of questionnaires and observation checklists. Therefore, inquiry-based learning contributed a positive impact on teaching high school biology. The research findings suggested that IBL should be used in teaching and learning high school biology in Myanmar.
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Year
- 2022
Author
-
Moh Khet Khet Oo
Subject
- Educational Psychology, Curriculum and Methodology
Publisher
- Myanmar Academy of Arts and Science (MAAS)