Guided inquiry learning yields higher fifth-grade science achievement than conventional teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There is a significant difference in science learning achievement between students taught with guided inquiry and those taught with conventional teaching (F = 13.27, p<0.05). → Margunayasa 2019

Evidence¶

Margunayasa 2019¶

Margunayasa, I G., Dantes, N., Marhaeni, A.A.I.N., & Suastra, I W. (2019). The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement. International Journal of Instruction, 12(1), 737-750. https://eric.ed.gov/?id=EJ1201135

q3 · i? · causal · r1

Two-way ANOVA in a quasi-experimental 2×2 factorial study of fifth graders (experimental n=132, control n=107) in Singaraja City; the main effect of teaching model was significant, with guided inquiry mean 23.93 vs conventional 22.35. The article reports "F = 13.27 and p<0.05".

"there is a significant difference in science learning achievement between the students who learned through guided inquiry learning model and those who learned through conventional teaching ( F = 13.27 and p<0.05)"

Discussion¶

Related Claims¶

• Fifth-grade students taught science through inquiry-based instruction supported by the 5E learning cycle achieved significantly higher post-test scores than students taught by traditional methods — related
• Students taught light and sound waves with guided inquiry teaching method scored significantly higher at post-test than students taught with the conventional method — related
• Guided inquiry's advantage over conventional teaching holds for reflective but not impulsive students — a narrower finding that bears on this claim
• Teaching model and cognitive style interact significantly in their effect on science achievement — related