The Effects Of Inquiry-Based Method On The Learning Of Students In Science Classroom At Elementary Level. By Saman Amir

1. The Effects Of Inquiry Based Method On The Learning Of
Students In Science Classroom At Elementary Level.
Presenter :
Saman Aamir
Supervisor:
Ms. Shanilla Memon
Coordinator:
Miss Nadia Thalho
Academic Year: 2020-2021

2. CONTENT:
• Introduction
• Problem Statement
• Research Objectives
• Research Questions
• Literature review
• Research Methodology
• Research Design
• Time Spain
• ACTIONS: COLLECTING DATAAND MANAGING
THE ANALYSIS ON ACTION RESEARCH
• CYCLE 1
• ACTION 1:- REPORT ON RECONNAISSANCE
• ACTION 2:-REPORT OF PRE-OBSERVATION
(CHECKLIST)
• ACTION 3:-REPORT ON DELIVERED SCIENCE
LESSONS WITH INQUIRY-BASED LEARNING
STRATEGIES
• ACTION 4:-RPORT OF POST-OBSERVATION
(CHECKLIST)
• Findings
• Conclusion
• Recommendation
• References

3. Introduction
Inquiry-based learning is primarily a pedagogical method, developed during
the discovery learning movement of the 1960s as a response to traditional forms of
instruction. Inquiry learning has been used as a teaching and learning tool for
thousands of years. John Dewey, a well-known philosopher of education at the
beginning of the 20th century, was the first to criticize the fact that science education
was not taught in a way to develop young scientific thinkers. Dewey proposed that
science should be taught as a process and way of thinking – not as a subject with facts
to be memorized. While Dewey was the first to draw attention to this issue. . I am
working on this inquiry-based learning approach because I noticed student’s attitudes
about science and want to change their attitudes.
Problem Statement
• During the teaching practices the most significant problem is that I observed
traditional education system has reversed and inhibits the natural process of
inquiry.
• Most of teachers using traditional or teacher centered methods in schools that
are not leaving fruitful result on student’s minds and students are not encouraged
to ask too many questions. Instead, they are expected to listen and memorized
the drilled contents. This has resulted to the inability of the students to develop
their thinking ability.
• Teachers are under tremendous pressure to prepare students to perform well on
these assessments. In inquiry – based learning, students are required to speak up
and participate. For the most part, this is a good thing. However, there’s also risk
of embarrassing students who may not be quick thinkers (or who suffer from
learning disabilities and processing issues).

4. Research Objectives
• To investigate and develop the concept on
inquiry-based learning methods of students
in science classroom.
• To explore the inquiry-based method used
by a teacher for the improvement of
students learning in science classroom.

5. Research Questions
• This study, seeks the answer to the
following question:
• Research Question 1:
What are the ways to develop the
concepts on inquiry-based learning
methods of student in science
classroom?
• Research Question 2:
What is impact of inquiry-based
method used for the improvement
of students learning in science
classroom

6. Literature review
• THEORETICAL FRAMEWORK
OF RESEARCH
• INQUIRY CYCLE MODEL
In this study, 5E learning cycle
instruction model by Bybee et
al., (2006) was used.

7. Research Methodology
Research Approach
Qualitative research and Deductive approach.
Sampling method of the Study
I the teacher researcher used purposive sampling as the method to determine the research
population.
Target Population of the Study
The population of study is consisting of students of class 7th in Science class. The name of the
school is Government Girls High School attached with Government Elementary Collage of
Education Women. The total population of class is 10 students.
Sample Size
The size of sample is 4 students of class 7th .The students were selected according to their
weaknesses in science subject .
Data Collection
Data collected through primary (face to face data) and secondary (through books, internet
websites and articles) Researcher visited the practicing school and collects the data through
interview Questionnaire from science teacher and pre, post observation checklist.
Instrument /Tools Used In Research
Interview (Thematic analysis) Questionnaire, Observation Checklist, Lesson plans

8. Research Design
Reconnaissance
Interview with
Head Mistress
Interview with
Science Teacher
Plan Lessons
integrating
inquiry-based
learning method
Findings and Result
Deliver lessons
Class observation
through same
observation tool
checklist
Data Analysis
Data Collection
Recommendations
Class observation
through
observation
checklist

9. Time Spain
Date Cycle 1
Actions
Task Meeting Objectives Place Reflection
20-10-
2020
Action 1
Reconnaissance
Consent letter
or
Meeting to take
permission
or interview with teacher
Head
mistress
and
Science
Teacher
To provide content or
evidence that a procedure
was agreed to. And identify
problems from interview
with teacher.
Gov.
girls
high
school
Grade
7
th
Positive response from
head mistress and
teacher.
22-10-
2020
Action 2 pretest or pre-observation
through checklist
students
of grade
7th
To collect the current
attitudes and feelings of each
student towards science.
Posing questions for
further investigation
which stem from the
students experiences,
interests and needs.
26-10-
2020
to
10-11-
2020
Action 3 Teaching through inquiry
cycle
or
Delivering lessons with
inquiry –based learning
method
students
of grade
7th
To evaluate and develop the
concept on inquiry-based
learning methods of students
in science classroom.
Apply inquiry based
strategies in classroom.
Students were
encouraged to ask and
answer their own
question.
As the students became
more actively involved in
the procedures, and as
the students engaged in
questioning.
11-11-
2020
Action 4 post-test or post-
observation through
checklist
students
of grade
7th
To collect the current
attitudes and feelings of each
student towards science.
Students demonstrated a
positive attitude towards
inquiry-based
experiences.

10. • In this first step (reconnaissance) is the starting part of action research on ( 20-10-2020 ), I
decide to meet with HM (Miss Sadaf Haleem), head mistress of Gov. Girls High School
attached with G.E.C.E (W) HYD. I introduce myself and show my letter and discussed about
the study on “The effects of inquiry based method on the learning of students in science
classroom at elementary level. “I shared the objectives of my research topic and
significance of the study.
• she was given a positive response and listened carefully and given some advice about the
area of working and gave me permission for research work .The aim of reconnaissance stage
is to determine where students are at, and opinion of teacher about the involvement of
students in class using inquiry method of learning.
• In view of first reconnaissance (20-10-2020 ) meet with the students of grade 7th after that I
meet with science teacher who teach science in class 7th and interview with her I have
questionnaire for interview. Interview questionnaire is developed for collecting the data
according to subject matter for taking information of ways that teacher is using inquiry
based method of learning in class or not.
• At this stage I analyze the data after teacher interview. I analyzed that teacher not aware
about inquiry based learning method of teaching and its effects. The objective of my
reconnaissance stage is successfully implemented.
ACTIONS: COLLECTING DATA AND
MANAGING THE ANALYSIS ON ACTION
RESEARCH CYCLE 1
ACTION 1:- REPORT ON RECONNAISSANCE +
INTERVIEW
(THAMATIC ANALYSIS)

11. S.NO Themes Codes Cumulative frequency Percentage
1. Methods M 2 16
2. Inquiry-based learning IBL 3 23
3. Improvement IM 6 46
4. Student learning SL 2 15
Analysis Of Teacher Interview On Themes And Codes
16%
23%
46%
15%
Analysis of teacher interview on themes
1 Methods M 2 Inquiry-based learning IBL 3 Improvement IM 4 Student learning SL

12. In this second action on (22-10-2020) I decide to observe teachers teaching who taught science
in class 7th in Gov. Girls High School attached with G.E.C.E (W) Hyderabad. After look interview I
decided that need to observe teacher teaching style once because through taken interview I
don’t know about students involvement or participation.
Using observational checklist tool to observe students participation and engagement during
class. Firstly I took permission then observe class. In this action I was observed students
involvement or how they feel or react during class and identify the situation which areas needs
improvement.
In this action I observed that teacher teach science using traditional method and not aware with
inquiry-based-learning method or its strategies that promotes students involvement and
enhance their critical thinking skills. I noticed that teacher read chapter from book.
In this stage I was observe students curiosity, engagement, participation. Through this
observation I identify some issues that why students feel uncomfortable, bored and why they
are passive or not involved in learning.
ACTION 2:-REPORT OF PRE-OBSERVATION (CHECKLIST)
0
0.5
1
1.5
2
2.5
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Yes
Occasionally
No

13. ACTION 3:- REPORT ON DELIVERING
LESSONS OF SCIENCE USING INQUIRY –
BASED LEARNING METHOD
I planned to implement further actions for
improvement in learning and performance of students.
I planned lessons for class 7th I take permission from
science teacher to deliver lessons using inquiry based
learning method and its strategies on different days
and dates (26-10-2020) to (10-11-2020) Science
teacher observed my teaching. I planned lessons i.e.
Respiratory System, Digestive system, Reproduction in
plants (Pollination).
In this lesson on (26-10-2020) I applied various
methods and strategies for the success of my research.
I teach respiratory system and designed activities in
which students take interest. I describe the mechanism
of respiration in humans in variety of ways such as
concept map or warm up activity, video, chart to gain
students attention I use question answer method
which allow students to think critically and make their
own questions. I instruct Students to prepare a model
of respiratory system. They prepare model and analyze
what happens to the balloon representing the lungs?
As student work I walk around the room and support
students answer questions and offer suggestions.
Students made a model of respiratory system.

14. On (2-11-2020) I deliver lesson on Plant and animal
cell Students resolve doubts , create new
knowledge, solve problems, work with others,
respect diversity of voices, seek the best possible
answer. I wrote powerful questions on board enable
students to take ownership over their own learning
and to reach their goals. Students enjoy the lesson
and I observe inquiry increase motivation and
engagement of students in learning process. At last
share and display model.
On (6-11-2020) I deliver lesson on
Reproduction in plants in this lesson students
are very thrilled to learn a new topic. I use
video clips. Students minds are full of
questions Inquiry is wondering ,asking
questions, searching for answers and I allow
them to find the answers of inquiry questions
by outdoor activity or a (survey) students
examine different flowers and explore birds
and the bees of flowering plant, distinguish
between self-pollination and cross-pollination.

15. ACTION 4:- REPORT ON POST -
OBSERVATIONAL CHECKLIST
In this action on (11-11-2020) I decide to observe
teachers teaching again who taught science in class
7th in Gov. Girls High School attached with G.E.C.E
(W) Hyderabad. Main focus of this post observation
was to observe students involvement or
participation.
Using same observational checklist tool to observe
students participation and engagement during class.
Firstly I took permission then observe class. In this
action I was observed students involvement or how
they feel or react during class. In this action I
observed that teacher teach science using inquiry-
based-learning method or its strategies that
promotes students involvement and enhance their
critical thinking skills. She teach lesson on (States of
matter) and involve students in experiment In this
stage researcher was observe students curiosity,
engagement, participation. Through this observation
I identify changes in students and teacher. It is
reflected that the present result is much better than
the previous time. Students are active or involved in
learning.
ANALYSIS OF CHECKLIST OF CLASSROOM
0
0.5
1
1.5
2
2.5
3
3.5
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Yes
Occasionally
No

16. Findings
• The findings indicated that IBL had a positive impact on students’ conceptual
understanding and scientific process skills. It is a teaching method which can be
used in other disciplines to promote discovery.
• Students demonstrated a positive attitude towards inquiry-based experiences. As
the students became more actively involved in the procedures, and as the students
engaged in questioning, it appeared that their trepidation decreased as a whole.
• When I reviewed all the data results, several themes emerged that related to
students’ positive attitude toward inquiry-based instruction and participation. The
consistent theme was a positive attitude toward inquiry-based instruction.
Conclusion
• From whole study, the goal of the inquiry-based science curriculum was to improve
the attitudes and problem solving skills of the students. The researcher believes
that there are several reasons for the positive improvement in the students’
attitudes and abilities. The most important reason that an inquiry-based science
curriculum produces such results is that the process of inquiry engages the
students’ insatiable curiosity. Through hands-on experiments the questions posed
by adult students can also be integrated into the active imagination. Successful
student’s inquirers can therefore be productive lifelong mind seekers.

17. Recommendation
After observing the positive results of this study it is beneficial to continue the
inquiry approach. I recommended for further teachers or for those teachers and
researchers that are considering utilizing the inquiry-based approach to improve
student attitudes and performance, I make the following recommendations.
• Collect data from older children who have had more experience with an
inquiry-based science curriculum.
• Student questions should be discussed with the teacher or team Discussion in
science should be the focus of inquiry. By doing this, students gain higher
order cognitive skills that helps them see the links to search for answers.
Finally, if a teacher wants to make a difference in the performance of their
students towards science, they themselves must be willing to change and
adapt. The inquiry approach is very malleable and allows for a multitude of
approaches, but it is essential that the teacher find creative ways to do so.
Teachers must be prepared to change.

18. References
• NASA eClips , 5E instructional model [image] retrieved from
https://nasaeclips.arc.nasa.gov/teachertoolbox/the5e
• Abdi. A ,(2014) , The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in
Science Course [Article] retrieved from
https://www.academia.edu/31601772/The_Effect_of_Inquiry_based_Learning_Method_on_Student
s_Academic_Achievement_in_Science_Course
• Simsek.P and Kabapinar . F, (January 6 ,2010) ,The effects of inquiry-based learning on elementary
students’ conceptual understanding of matter, scientific process skills and science attitudes [Article]
retrieved from https://www.sciencedirect.com/science/article/pii/S1877042810002107
• ISMAIL.N, ELIAS.S and ALIAS,(2006), INQUIRY BASED LEARNING: A NEW APPROACH TO CLASSROOM
LEARNING [Article] retrieved from https://www.researchgate.net/publication/261914217_Inquiry
Based_Learning_A_New_Approach_to_Classr om_Learning
• Guido.M , (January 19, 2017) , What is inquiry-based learning:7 benefits and strategies you need to
know [Blog] retrieved from https://www.prodigygame.com/main-en/blog/inquiry-based-learning-
definition-benefits-strategies
• A. Bailey, L.(2018).The Impact of Inquiry-Based Learning on Academic Achievement in Eighth-Grade
Social Studies. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4481
• Frezell, Dan, "Impact of Inquiry Based Learning on Students’ Motivation, Engagement and Attitude in
Science" (2018). Electronic Theses and Dissertations. 7356. retrieved from
https://scholar.uwindsor.ca/etd/7356
• ARTHUR.D,(1989) THE EFFECT OF INQUIRY-BASED INSTRUCTION ON STUDENTS’ PARTICIPATION AND
ATTITUDESIN A THIRD GRADE SCIENCE CLASSROOM. Retrieved from
http://etd.fcla.edu/CF/CFE0000530/Arthur_Debbie_J_200505_MEd.pdf
• Oxford learning,(Sep 21,2015),Engaging young learners through inquiry- based learning [online web]
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learning/