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An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students' Achievement and Motivation

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Title: An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students' Achievement and Motivation
Language: English
Authors: Azizoglu, Nursen, Pekdag, Bülent (ORCID 0000-0003-0611-0617), Sarioglan, Ayberk Bostan (ORCID 0000-0002-2320-9427), Kuzucu, Gülnur (ORCID 0000-0002-6061-4069)
Source: Science Education International. 2022 33(1):75-85.
Availability: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Grade 9
Junior High Schools
Middle Schools
Descriptors: High School Students, Learning Motivation, Science Achievement, Public Schools, Comparative Analysis, Science Tests, Likert Scales, Chemistry, Foreign Countries, Inquiry, Grade 9, Teaching Methods, Active Learning, Nuclear Physics, Learner Engagement
Geographic Terms: Turkey
ISSN: 1450-104X
2077-2327
Abstract: In this quasi-experimental research, the effect of the inquiry-based 5E instruction on students' learning of the topic of the main subatomic particles forming the atom as well as on their level of motivation was examined. The sample for the study comprised 45 ninth grade students enrolled in two randomly selected classes at a public high school located in a city center in the Aegean region, in the west of Turkey. The topic of main subatomic particles was taught to the experimental group students (n = 21) by inquiry-based 5E instruction, while the control group students (n = 24) were taught the topic using traditional instruction methods. The length of the study was 3 weeks. An academic achievement test which consisted of four open-ended questions and a chemistry motivation scale which was composed of 5-point Likert-type 30 items were administered to both groups as a pre-test and as a post-test. The data were analyzed using the independent-samples t-test and paired-samples t-test statistical analyses. The results showed that inquiry-based 5E instruction on the subatomic particles forming the atom has a significantly positive impact on academic achievement as compared to traditional instruction. Compared with traditional instruction, it was observed that using the inquiry-based 5E instruction did not produce a higher effect on student motivation. Based on the findings, this study provides suggestions that chemistry teachers, educators, and researchers can benefit from.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1348738
Database: ERIC
FullText Links:
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  Data: An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students' Achievement and Motivation
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  Data: <searchLink fieldCode="AR" term="%22Azizoglu%2C+Nursen%22">Azizoglu, Nursen</searchLink><br /><searchLink fieldCode="AR" term="%22Pekdag%2C+Bülent%22">Pekdag, Bülent</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0611-0617">0000-0003-0611-0617</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarioglan%2C+Ayberk+Bostan%22">Sarioglan, Ayberk Bostan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2320-9427">0000-0002-2320-9427</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kuzucu%2C+Gülnur%22">Kuzucu, Gülnur</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6061-4069">0000-0002-6061-4069</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Science+Education+International%22"><i>Science Education International</i></searchLink>. 2022 33(1):75-85.
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  Data: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
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  Data: Y
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  Data: 11
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  Data: 2022
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Tests%22">Science Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Nuclear+Physics%22">Nuclear Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: In this quasi-experimental research, the effect of the inquiry-based 5E instruction on students' learning of the topic of the main subatomic particles forming the atom as well as on their level of motivation was examined. The sample for the study comprised 45 ninth grade students enrolled in two randomly selected classes at a public high school located in a city center in the Aegean region, in the west of Turkey. The topic of main subatomic particles was taught to the experimental group students (n = 21) by inquiry-based 5E instruction, while the control group students (n = 24) were taught the topic using traditional instruction methods. The length of the study was 3 weeks. An academic achievement test which consisted of four open-ended questions and a chemistry motivation scale which was composed of 5-point Likert-type 30 items were administered to both groups as a pre-test and as a post-test. The data were analyzed using the independent-samples t-test and paired-samples t-test statistical analyses. The results showed that inquiry-based 5E instruction on the subatomic particles forming the atom has a significantly positive impact on academic achievement as compared to traditional instruction. Compared with traditional instruction, it was observed that using the inquiry-based 5E instruction did not produce a higher effect on student motivation. Based on the findings, this study provides suggestions that chemistry teachers, educators, and researchers can benefit from.
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  Data: As Provided
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  Data: 2022
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  Data: EJ1348738
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 75
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Learning Motivation
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      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Public Schools
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Science Tests
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      – SubjectFull: Likert Scales
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      – SubjectFull: Grade 9
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Active Learning
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      – SubjectFull: Nuclear Physics
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Turkey
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      – TitleFull: An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students' Achievement and Motivation
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