Comparative Analysis of Inquiry-Based Learning and Lecture Method on Academic Achievement at Higher Secondary Level
Keywords:
Inquiry-Based Learning, Lecture Method, Academic Achievement, Secondary LevelAbstract
The main purpose of the present study is to find out the comparative analysis of Inquiry Based Learning and traditional lecture method on academic achievement of students at higher secondary school level in the subject of accounting. The objective of the study was: To find out the comparative analysis Inquiry-based learning and traditional lecture method on academic achievement of students at Higher Secondary school. On the basis of pre-test scores, control and experimental groups were formed randomly. Pre-test was used as post-test as well as for retention. Study comprised of eight weeks. Lesson plans were prepared on the basis of Inquiry Based Learning for experimental group while control group was taught by usual traditional method. T-test was used to compare the results. All the ethical considerations are kept in mind while conducting this research. It is concluded that the use of Inquiry Based Learning in teaching of accounting was more effective than traditional learning. It is recommended for higher Secondary School teachers to apply this method more frequently in the classroom for teaching of Accounting. It is recommended that teachers may be established high level of interaction through questioning as it promotes involvement, enhances learning and motivates students
References
Abdi, A. (2018). The comparative analysis inquiry-based learning method on students’ academic achievement in education. Universal Journal of Educational Research, 2(1), 37-41. https://doi.org/10.13189/ujer.2014.020104
Adesoji, F. A., & Idika, M. I. (2017). Effects of 7E learning cycle model and case-based learning strategy on secondary school students’ learning outcomes in education. Journal of the International Society for Teacher Education, 19(1), 7-17.
Aldahmash A. H., Mansour N. S., Alshamrani S. M., & Almohi S. (2018). An analysis of activities in Saudi Arabian middle school science textbooks and workbooks for the inclusion of essential features of inquiry. Research in Science Education, 46(6), 879– 900.
Aligaen, J. C., & Capaciete, M. E. C. (2016). Sustainability science as a neo-normal: A case study. Universal Journal of Educational Research, 4(10), 2229–2235.
Anderson, R. (1997). The research on teaching as inquiry. Paper presented for the Center for Science, Mathematics and Engineering Education. National Research Council, Washington D.C.
Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (2012). Anchored instruction: Why we need it and how technology can help. In Cognition, education, and multimedia (pp. 129-156). Rutledge.
Baker, M., & Robinson, J. S. (2018). The comparative analysis two different pedagogical delivery methods on students’ retention of knowledge over time. Journal of Agricultural Education, 59(1), 100–118. https://doi.org10.5032/jae.2018.01100
Barron, B., & Darling-Hammond, L. (2018). Teaching for Meaningful Learning: A review of research on inquiry-based and cooperative learning.
Cavallo, A. M., Miller, R. B., & Saunders, G. (2002). Motivation and affect toward learning science among pre-service elementary school teachers: Implications for classroom teaching. Journal of Elementary Science Education, 14(2), 25-38.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
Dorier, J., & Maab, K. (2017). The PRIMAS project: Promoting inquiry-based learning (IBL) in mathematics and science education across Europe PRIMAS context analysis for the implementation of IBL. International Synthesis Report PRIMAS– Promoting Inquiry- Based Learning in Mathemati, 23(1), 54-67.
Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), Article 16.
Jensen, M., Mattheis, A., & Johnson, B. (2018). Using student learning and development outcomes to evaluate a first-year undergraduate group video project. CBE Life Science Education, 11(1), 68-80.
Johnson, S. A., & Cuevas, J. (2016). The effects of inquiry project-based learning on student reading motivation and student perceptions of inquiry learning processes. Georgia Educational Researcher, 13(1), Article 2.
Khalaf, B. K. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4), 545–564. https://doi.org10.12973/iji.2018.11434a
Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2007). Guided inquiry: Learning in the 21st century. Westport, Conn: Libraries Unlimited.
McIntyre, S. H., & Munson, J. M. (2018). Exploring cramming: Student behaviors, beliefs, and learning retention in the principles of marketing course. Journal of Marketing Education, 30(3), 226-243.
McMillan, J. H. (2004). Educational research: Fundamentals for the consumer (4th ed). Boston: Allyn & Bacon.
McIntyre, S. H., & Munson, J. M. (2008). Exploring cramming: Student behaviors, beliefs, and learning retention in the principles of marketing course. Journal of Marketing Education, 30(3), 226-243.
Pappas, C. (2014). Instructional design models and theories: Inquiry-based learning model. ELearning Industry.
Saunders-Stewart, K. S., Gyles, P. T., & Shore, B. M. (2017). Student outcomes in inquiry instruction: A literature-derived inventory. Journal of Advanced Academics, 23(1), 5-31.
Savery, J.R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 8-20.
Schmid, S., & Bogner, F. (2015). Does inquiry-learning support long-term retention of knowledge? International Journal of Learning, Teaching and Educational Research, 10(4). 51-70.
Ssempala, F. (2017). Teachers’ understanding and practice of inquiry-based instruction in Uganda. [Doctoral dissertation, Syracuse University]
Wilhelm, J. D., & Wilhelm, P. (2017). Inquiring minds learn to read, write, and think: Reaching all learners through inquiry. Middle School Journal, 41(5), 39-46.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.
Yager, R., & Simmons, P. (2013). Results of the Salish projects: Summary and implications for science teacher education. International Journal of Education in Mathematics Science and Technology, 1(4), 259-269