THE IMPACT OF INQUIRY-BASED LEARNING ON LEARNERS' UNDERSTANDING OF CHEMICAL CHANGE: A QUASI-EXPERIMENTAL STUDY
DOI:
https://doi.org/10.26740/ujced.v14n2.p127-138Keywords:
Inquiry-based learning, Conceptual understanding, Chemical change, Learner-centered approach, Scientific conceptsAbstract
Chemical change is a fundamental yet challenging concept in Chemistry. This quasi-experimental study used a pretest-posttest non-equivalent groups design to investigate the impact of inquiry-based learning on learners' conceptual understanding of chemical change. Seventy-three learners received inquiry-based instruction, while sixty-nine learners received traditional teaching methods. The results showed significant improvement in the experimental group's conceptual understanding, with medium to high N-Gain scores indicating notable enhancement. In contrast, the control group demonstrated minimal improvements, with low N-Gain scores indicating limited enhancement. The findings suggest that inquiry-based learning effectively promotes learners' conceptual understanding of chemical change. This approach encourages active engagement with scientific concepts, develops critical thinking skills, and fosters a deeper understanding of complex phenomena. The study's results have implications for science education, highlighting the importance of incorporating inquiry-based learning into the science curriculum. The findings contribute to existing research on inquiry-based learning, underscoring its potential to enhance learners' conceptual understanding and promote excellence in science education.
Downloads
References
Amida, N., and Nurhamidah, N. 2021. Stoichiometry Using Guided Inquiry Model for Enhancing Creative Thinking Skills. Journal of Physics: Conference Series, Vol. 1731, No. 1, pp. 012‒027.
Babbie, E. R. 2020. The practice of social research. Australia: Cengage AU.
Bidi, M. M. 2018. Using a Conceptual Change Approach as A Teaching Strategy for Improving Learners' Understanding of Chemical Change in Physical Sciences. Africa: University of the Western Cape.
Cariaga, J., Tomada, G. R., Velonta, J., Villagonzalo, K., Gaco, G. J., Ugbaniel, J., Lanojan, T. M., Lazarraga, F. E., Segovia, C., Antiga, R., Neri, R., Seares, R., Navarro, A., Tamondoc, R., Gimeno, J. M., Palomar, M., Empis, R. M., Dales, K. G., Viscayno, C., Tapales, E., Taneo, J. D., Minyamin, A., Perez, Z. O., and Cabello, C. 2022. Enriching the Teaching of Pie Chart Using Cooperative Learning as a Strategy: A Quasi-Experimental Research. Psychology and Education: A Multidisciplinary Journal, Vol. 4, No. 2, pp. 137‒146.
Chang, C. W., Lin, C. W., Huang, C. Y., Hsu, C. W., Sung, H. Y., and Cheng, S. F. 2022. Effectiveness of the Virtual Reality Chemical Disaster Training Program in Emergency Nurses: A Quasi Experimental Study. Nurse Education Today, Vol. 119.
Creswell, J. W. 2018. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Washington DC: SAGE
Department of Basic Education (DBE). 2011. Curriculum Assessment Policy Statement (CAPS), Grades 10–12: Physical Sciences. Pretoria: Government Printers.
Gribbons, B., and Herman, J. 1996. True and Quasi-Experimental Designs, Practical Assessment, Research, and Evaluation, Vol. 5, No. 14, pp. 1‒3.
Gyampon, O. A., Aido, B., Nyagbblosmase, G. A., Kofi, M., and Amoako, S. K. 2020. Investigating the effect of 7E Learning Cycle Model of Inquiry-Based Instruction on Students’ Achievement in Science. Journal of Research and Method in Education, Vol. 10, No. 5, pp. 39‒44.
Hanson, R., Twumasi, A. K., Aryeetey, C., Sam, A., and Adukpo, G. 2016. Secondary School Students' Conceptual Understanding of Physical and Chemical Changes. Asian Journal of Education and Training, Vol. 2, No. 2, pp. 44‒52.
Jing, Y., Wang, H., Chen, X., and Wang, C. 2024. What Factors Will Affect the Effectiveness of Using Chatgpt to Solve Programming Problems? A Quasi-Experimental Study. Humanities and Social Sciences Communications, Vol. 11, No. 1, pp. 1‒12.
Mamombe, C., Mathabathe, K. C., and Gaigher, E. 2020. 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. Eurasia Journal of Mathematics, Science and Technology Education, Vol. 16, No. 1, pp. 1‒11.
Mensah-Wonkyi, T., and Adu, E. 2016. Effect of the Inquiry-Based Teaching Approach on Students’ Understanding of Circle Theorems in Plane Geometry. African Journal of Educational Studies in Mathematics and Sciences, Vol. 12, pp. 61‒74.
Mupira, P., and Ramnarain, U. 2018. The Effect of Inquiry‐Based Learning on The Achievement Goal‐Orientation of Grade 10 Physical Sciences Learners at Township Schools in South Africa. Journal of Research in Science Teaching, Vol. 55, No. 6, pp. 810‒825.
Penn, M., Ramnarain, U., Kazen, M., Dhurumraj, L., Mavuru, L., and Ramaila, S. 2020. South African Primary School Learners’ Understanding about The Nature of Scientific Inquiry. Education, Vol. 49, No. 3, pp. 263‒274.
Pranata, O. D. 2024. Physics Education Technology (PhET) as a Game-Based Learning Tool: A Quasi-Experimental Study. Pedagogical Research, Vol. 9, No. 4, pp. 1‒11.
Primanda, A., Distrik, I. W., and Abdurrahman, A. 2019. The Impact of 7E Learning Cycle-Based Worksheets Toward Students Conceptual Understanding and Problem Solving Ability on Newton's Law of Motion. Journal of Science Education, Vol. 2, No. 19, pp. 95‒106.
Sari, W. P., and Haji, S. 2021. Improving Conceptual Understanding Through Inquiry Learning by Using A Jigsaw Method in Abstract Algebra Subject. Journal of Physics: Conference Series, Vol. 1731, No. 1, pp. 012‒052.
Sutiani, A. 2021. Implementation of An Inquiry Learning Model with Science Literacy to Improve Student Critical Thinking Skills. International Journal of Instruction, Vol. 14, No. 2, pp. 117‒138.
Susilaningsih, E., Fatimah, S., and Nuswowati, M. 2019. Analysis of Students’ Conceptual Understanding Assisted by Multirepresentation Teaching Materials in The Enrichment Program. KnE Social Sciences, pp. 85‒98.
Abstract views: 31
,
PDF Downloads: 28
