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ERIC Number: EJ1162169
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1051-1970
Assessing Student Openness to Inquiry-Based Learning in Precalculus
Cooper, Thomas; Bailey, Brad; Briggs, Karen; Holliday, John
PRIMUS, v27 n7 p736-753 2017
The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the students in each section. In this article, we provide a summary of those results with a particular focus on the Openness to IBL survey we developed for assessing student preferences for either student-centered or teacher-centered instruction. Although the majority of the students exhibited a strong preference for direct instruction, students whose scores favored student-centered approaches according to the survey also tended to perform better on the final exam, indicating that a key element to success in an IBL course may be students' perceptions of the method.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A