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ERIC Number: EJ1070728
Record Type: Journal
Publication Date: 2015-Jun
Pages: 31
Abstractor: As Provided
Reference Count: 19
ISSN: EISSN-1609-4913
Effects of Using Inquiry-Based Learning on Science Achievement for Fifth-Grade Students
Maxwell, Deborah O.; Lambeth, Dawn T.; Cox, J. T.
Asia-Pacific Forum on Science Learning and Teaching, v16 n1 Article 2 Jun 2015
The purpose of this research was to examine the effects of Inquiry-Based Learning (IBL) on the academic achievement, attitudes, and engagement of fifth-grade science students. Participants were from two science classes (N = 42). The experimental group received IBL instruction, while the control group received traditional instruction. Pretests and posttests were used to measure students' academic achievement during the 6-week study. The Science Attitudes Survey was administered to students pre-intervention and post-intervention to assess overall student attitudes about science. Student engagement was measured 3 days a week with a student engagement checklist. Fieldnotes recorded by the teacher-researcher were used for additional documentation. Students in the IBL group scored higher than students in the traditional group on the academic achievement posttest, although not statistically significant. Students who received IBL instruction showed a slight statistically insignificant decrease in their positive attitudes towards science but higher engagement as compared to students who received traditional instruction.
Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: Georgia Criterion Referenced Tests