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ERIC Number: ED556615
Record Type: Non-Journal
Publication Date: 2010
Pages: 157
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-1923-3
The Effects of Guided Inquiry Instruction on Student Achievement in High School Biology
Vass, Laszlo
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The purpose of this quantitative, quasi-experimental study was to measure the effect of a student-centered instructional method called guided inquiry on the achievement of students in a unit of study in high school biology. The study used a non-random sample of 109 students, the control group of 55 students enrolled in high school one, received teacher centered instruction while the experimental group of 54 students enrolled at high school two received student-centered, guided inquiry instruction. The pretest-posttest design of the study analyzed scores using an independent "t"-test, a dependent "t"-test (p = < 0.001), an ANCOVA (p = 0.007), mixed method ANOVA (p = 0.024) and hierarchical linear regression (p = < 0.001). The experimental group that received guided inquiry instruction had statistically significantly higher achievement than the control group. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A