Evaluating Inquiry-Based Learning as a Means to Advance Individual Student Achievement

Abstract

Evaluating Inquiry-Based Learning as a Means to Advance Individual Student Achievement. Cherilyn G. Ziemer, 2013: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Inquiry-Based Learning, Constructivism, Didactic Traditionalism, Pedagogy, Teacher Beliefs Although inquiry-based learning has been debated throughout the greater educational community and demonstrated with some effect in modern classrooms, little quantitative analysis has been performed to empirically validate sustained benefits. This quantitative study focused on whether inquiry-based pedagogy actually brought about sustained and measurable improved learning and higher levels of student engagement, satisfaction, and understanding. The present study employed classic stratified random sampling to form two sample groups. Sixth-grade student subjects in two middle school science classes completed a four step process: all students completed a 40-question objective pretest, students completed a unit of study in either an inquiry-based learning or a traditional didactic classroom, all students completed a 40-question objective posttest (same as pretest), and all students completed an online post lesson survey to rate personal perception of engagement, understanding, and satisfaction during the unit of study. SPSS statistical software was employed to ensure statistical procedures had been applied appropriately to the NEGD data compiled within the detailed procedures. The primary researcher disconfirmed Hypothesis 1: given two identically variable-controlled classrooms differing only by pedagogical approach, inquiry-based learning pedagogy would yield statistically significantly superior posttest results as compared to traditional didactic pedagogy. The primary researcher also disconfirmed Hypothesis 2: given two identically variable-controlled classrooms differing only by pedagogical approach, inquiry-based learning pedagogy would yield statistically significantly superior survey results as compared to traditional didactic pedagogy. The primary research confirmed Hypothesis 3: given two identically variable-controlled classrooms differing only by pedagogical approach, students would manifest a direct, positive correlation between student satisfaction and learning outcomes.