Open inquiry affects students' motivation, though one reviewed study found no significant difference in collaborative attitudes¶
Claim · All claims
Evidence · 1 study (2 entries) · reviewr2·q2·i0negligible
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Changes in students' temporal motivation across the inquiry process showed a significant difference in analyses of positive autonomy and positive competence. → Muhamad Dah 2024
q2 i0 One reviewed study found no significant difference in test results concerning students' collaborative attitudes due to open inquiry learning. → Muhamad Dah 2024 (2)
Evidence¶
Muhamad Dah 2024¶
Muhamad Dah, N., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students' learning in science: A systematic literature review. Educational Research Review, 43. https://doi.org/10.1016/j.edurev.2024.100601
q2 · i? · review · r2
The review reports, citing Adler et al. (2018), that temporal motivation changed significantly from beginning to end of inquiry, analysed via students' notes on "positive autonomy and positive competence"; no effect size is printed.
"They found that changes in students' temporal motivation from the beginning to the end of the inquiry process showed a significant difference in the analysis of students' notes regarding positive autonomy and positive competence."
Muhamad Dah 2024 (2)¶
Muhamad Dah, N., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students' learning in science: A systematic literature review. Educational Research Review, 43. https://doi.org/10.1016/j.edurev.2024.100601
q2 · i0 · review · r2
The review reports, citing Suryani (2017), a null finding: "no significant difference in the test result concerning students' collaborative attitudes". No effect size is printed, so impact is coded as a printed negligible/null result per the review's wording.
"On the other hand, Suryani (2017) found no significant difference in the test result concerning students' collaborative attitudes due to open inquiry learning."
Discussion¶
Related Claims¶
- Open inquiry enhances students' science literacy and related skills such as environmental literacy, argumentation, autonomy and reflection — related
- Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
- Open inquiry positively influences students' attitudes towards science, including satisfaction, collaboration and self-confidence — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
open-inquiry-student-motivation |
title |
Open inquiry affects students' motivation, though one reviewed study found no significant difference in collaborative attitudes |
description |
Open inquiry affects students' motivation, though one reviewed study found no significant difference in collaborative attitudes |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — muhamad-dah-2024, muhamad-dah-2024-2 |
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