The Influence of Utilizing Inquiry-Based Learning Strategy on Science Accomplishment of Primary Students' Stage

Abdellateef Al Qawasmi, N. Alsalhi, Sami Sulieman Al Qatawneh
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Abstract

This study examines the impact of inquiry-based learning (IBL) on the academic performance of third-grade students in the science unit “Materials” from the third-grade science textbook in schools under the Directorate of Education in Irbid, Jordan. A sample of 71 students was selected and separated into two groups: an experimental group of 36 students and a control group of 35 students. The empirical group used IBL, while the reference group was taught using conventional teaching techniques. An achievement test of multiple-choice questions was prepared for the study, comprising 24 items. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. Data were collected and processed using SPSS software. The findings showed statistically significant differences in the average scores of the study participants on the post-test based on the teaching technique variable, indicating a preference for survey-based learning. Based on these findings, the investigation recommends providing in-service and pre-service training on IBL for science supervisors and teachers at the primary education level.
探究式学习策略的运用对小学生科学学习成绩的影响
本研究探讨了探究式学习(IBL)对约旦伊尔比德教育局下属学校三年级科学教科书中科学单元 "材料 "中三年级学生学习成绩的影响。我们选取了 71 名学生作为样本,并将其分为两组:由 36 名学生组成的实验组和由 35 名学生组成的对照组。实验组使用 IBL,对照组使用传统教学技术。研究准备了一个由 24 个项目组成的多项选择题成就测试。测验的内容效度通过专家判断得到确认,其信度通过克朗巴赫α系数进行评估,结果为 0.83。专家判断确认了测验内容的有效性,并使用 Cronbach's alpha 系数评估了测验的可靠性,结果显示该系数为 0.83。数据使用 SPSS 软件收集和处理。调查结果显示,根据教学技巧变量,研究参与者的后测平均得分在统计学上存在显著差异,表明他们更倾向于基于调查的学习。基于这些结果,调查建议为小学教育阶段的科学督导员和教师提供关于综合学习法的在职和岗前培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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