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This study examined the effects of an inquiry-based instructional method on secondary school students' achievement in earth science. Students (N=232) were treated as two experimental groups, one receiving 2 weeks of the inquiry-based instruction while the control group received the traditional lecture-type instruction. Data were analyzed employing an analysis of covariance (ANCOVA) on posttest scores with a pretest as the covariate. The results indicated that students who were taught using the inquiry-based instructional method scored significantly higher than those who were taught with the traditional lecturing approach. In addition, a significant improvement in the achievement test at the comprehensive- and integrated-level test items was accomplished. Contains 31 references. (DDR)

Descriptors: Academic Achievement, Academic Standards, Action Research, Earth Science, Educational Strategies, Foreign Countries, Hands on Science, Inquiry, Lecture Method, Science Curriculum, Science Tests, Secondary Education, Secondary School Students, Student Evaluation











Autor: Chang, Chun-Yen; Mao, Song-Ling

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10546&id=ED418858







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