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ERIC Number: EJ924606
Record Type: Journal
Publication Date: 2005-Dec
Pages: 26
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1571-0068
Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students
Tuan, Hsiao-Lin; Chin, Chi-Chin; Tsai, Chi-Chung; Cheng, Su-Fey
International Journal of Science and Mathematics Education, v3 n4 p541-566 Dec 2005
The purpose of this study was to investigate 8th graders with different learning styles their motivation outcomes after implementing 10 weeks (40 hours) inquiry-based teaching. Two hundreds and fifty four 8th graders were involved in experimental group, this group of students experienced inquiry instruction. Two hundreds and thirty two 8th graders were involved in control group, they were taught by traditional science teaching. Students' motivation toward science learning questionnaire (SMTSL) (Tuan, Chin & Shieh, 2005) were implemented in both groups in the beginning and at the end of the study. Students in the experimental group filled out learning preference questionnaire (Lumsdaine & Lumsdaine, 1995) in the beginning of the study. Forty students which represent different learning styles were chosen from five experimental classes to conduct post-test interview. Paired "t"-test, MANOVA, analytic inductive methods were used for analyzing both qualitative and quantitative data. Findings indicated that after inquiry instruction students' motivation increased significantly (p less than 0.001) than students who enrolled in traditional teaching. Four different learning styles of students increased significantly (p less than 0.005) in SMTSL scales: self-efficacy, active learning strategies, science learning value, performance goal and achievement goal. No significant difference was found among four learning styles of students' motivation after inquiry teaching. Interview data supported that most of students with different learning styles were willing to participate in the inquiry learning activities, while they hold different reasons for their engagement. Findings confirm inquiry-based science teaching can motivate students with different learning styles in science learning.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A