Effectiveness of inquiry-based learning strategies in teaching science concepts to secondary school science students in Sri Lanka
Loading...
Date
2024-11-01
Authors
Balasritharan, K.
Chandrasena, W. D.
Journal Title
Journal ISSN
Volume Title
Publisher
Postgraduate Institute of Science (PGIS), University of Peradeniya, Sri Lanka
Abstract
This study investigated the effectiveness of inquiry-based learning (IBL) strategies in
teaching science concepts to secondary school students in Sri Lanka. The outcomes were
compared with the traditional lecture-based instruction method (TLBL). The mixed-method
approach was used to evaluate the impact of IBL on student understanding, retention,
engagement, and motivation in science classrooms. The study sample included 300
secondary school students from three different Districts in Sri Lanka (Matale, Kandy, and
Nuwara-Eliya). The schools were selected through stratified random sampling to ensure
representation. Pre- and post-tests were used to measure learning outcomes. Surveys and
questionnaires were used to assess student engagement and attitudes. In-depth interviews
with teachers and students, along with classroom observations using a standardized protocol,
were also conducted. Ethical considerations, including informed consent, confidentiality,
and adherence to educational research guidelines, were followed throughout the study.
Quantitative data were analysed using t-tests and ANOVA, while qualitative data were
subjected to thematic analysis to identify recurring themes. Students in the IBL group
showed a significantly greater improvement (t = 6.34, p < 0.001) in test scores with a mean
increase of 12.5 ± 3.8, compared to the students of the TLBL group (mean increase of 4.2 ±
2.1 marks). Moreover, 85% of students in the IBL group reported higher engagement
compared to 60% in the TLBL group (p = 0.002). Inquiry-based learning showed relatively
higher levels of student engagement and motivation. Preliminary findings suggest that IBL
strategies significantly enhance student understanding and retention of science concepts
compared to traditional lecture-based methods.
Description
Keywords
Inquiry-based learning , Lecture-based teaching , Science education , Secondary students
Citation
Proceedings of the Postgraduate Institute of Science Research Congress (RESCON) -2024, University of Peradeniya, P 230