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Abstract
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.
Keywords: Inquiry-Based Learning; student achievement; attitude and engagement.
Introduction
Educators and many advocates from the field of science have recognized the need for revising methods used for teaching science in schools in the United States in order to improve student performance on high-stakes testing. Student scores are not the only concern in science education. Many science education researchers are concerned by the lack of depth of understanding of scientific concepts that students have exhibited for many decades. Liu, Lee, and Linn (2010) stated the performance of 12th-grade students on science assessments declined from 1996 to 2005 when compared to international students. Miller, McNeal, and Herbert (2010) stated that students should assume the role of a scientist by developing concepts and gathering knowledge to support those concepts. According to Drake and Long (2009), in many classrooms across the United States, science instruction does not support the need for developing student scientists. Due to the pressure to make Annual Yearly Progress (AYP) through the No Child Left Behind Act (NCLB), administrators in many schools placed an emphasis on reading and mathematics skills in order to increase test scores in those areas. In many schools, the importance of science instruction was diminished because of the emphasis on reading and mathematics instruction. The Common Core Curriculum (CCC) was implemented in the 2012-2013 school year. The...