Implementing Guided Inquiry Active Learning in an Online Synchronous Classroom and its Impact on Test Question Performance

The availability of modules that are able to develop critical students' thinking skills has not been fulfilled. This study aimed to develop and determine the characteristics, feasibility, and effectiveness of guided inquiry-based ecosystem modules to improve students' critical thinking skills. This R&D research referred to Borg and Gall model with nine stages. The research instrument used was a test question sheet adapted from Facione. The data gained were analyzed using ANCOVA. The results of the study showed that: 1) the developed module was characterized with guided inquiry-based syntax and critical thinking skills aspect; 2) the module was declared feasible based on the gained validity scores i.e. 92.19 (very decent) from material expert, 81.90 (very decent) from learning expert, 78.57 (worthy) from linguist, 92.86 (very decent) from learning media expert, 92.36 (very decent) from practitioners, and 91.80 (very decent) from limited field test; 3) the student critical thinking skills achievement which treated by using the module was significantly higher compared to another class (F= 120.52; p-value < 0.05). It can be concluded that the developed module was feasible to be used in learning and effectively improved students' critical thinking skills.

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Testing in the Age of Active Learning: Test Question Templates Help to Align Activities and Assessments

HAPS Educator ◽

10.21692/haps.2020.006 ◽

2020 ◽

Vol 24 (1) ◽

pp. 592-599

Author(s):

Gregory Crowther ◽

Benjamin Wiggins ◽

Lekelia Jenkins

Keyword(s):

Active Learning ◽

Test Question ◽

Learning Test

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Work in progress - use of guided inquiry as an active learning technique in engineering

2009 39th IEEE Frontiers in Education Conference ◽

10.1109/fie.2009.5350762 ◽

2009 ◽

Cited By ~ 2

Author(s):

Elliot P. Douglas ◽

Chu-Chuan Chiu

Keyword(s):

Active Learning ◽

Guided Inquiry ◽

Work In Progress ◽

Learning Technique

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Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey

Chemistry Education Research and Practice ◽

10.1039/d0rp00125b ◽

2020 ◽

Author(s):

Jeffrey R. Raker ◽

Amber J. Dood ◽

Shalini Srinivasan ◽

Kristen L. Murphy

Keyword(s):

United States ◽

Active Learning ◽

Learning Strategies ◽

National Survey ◽

Inquiry Learning ◽

Problem Based Learning ◽

The United States ◽

Guided Inquiry ◽

Tenure Track ◽

Process Oriented

Pedagogies of engagement (i.e., Peer-Led Teaming Learning, Problem-Based Learning, and Process-Oriented Guided Inquiry Learning) are active learning approaches used in postsecondary chemistry courses. In this study, we use data from a national survey of postsecondary chemistry instructors in the United States to estimate use of three pedagogies in the course for which the instructor feels they have the most control. We found that 16.6% of these faculties report they are implementing Peer-Led Team Learning (PLTL), 10.6% report implementing Problem-Based Learning (PBL), and 10.7% report implementing Process-Oriented Guided-Inquiry Learning (POGIL). We compare use of select teaching practices and other active learning strategies with implementation of PLTL, PBL, and POGIL. Additionally, we use items from the survey to understand course, institution, and instructor characteristics associated with use. Key findings include that lower-level courses and courses with large enrollments are the most likely places for PLTL to be implemented and that instructors who are not on the tenure track are more likely to implement PLTL and POGIL than tenured/tenure-track instructors. Instructors who report implementing PLTL and PBL have more student-centered beliefs about teaching and learning, while instructors who report implementing POGIL have more teacher-centered beliefs about learning, albeit all with small effect sizes. Implications are offered for how instructors, researchers, developers and disseminators of these pedagogies can use our results to inform their practices and efforts.

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PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KEMAMPUAN KOGNITIF SISWA PADA MATERI PERUBAHAN LINGKUNGAN DAN DAUR ULANG LIMBAH KELAS X DI SMA

Edubiotik Jurnal Pendidikan Biologi dan Terapan ◽

10.33503/ebio.v3i01.79 ◽

2018 ◽

Vol 3 (01) ◽

pp. 53-61

Author(s):

Awalul Fatiqin ◽

Amilda Amilda ◽

Helen Monica Sari

Keyword(s):

Cognitive Ability ◽

Inquiry Learning ◽

Learning Model ◽

Waste Recycling ◽

Cognitive Test ◽

Guided Inquiry ◽

Test Question ◽

Before And After ◽

Sample Technique ◽

Saturated Sample

This study aims to determine the Differences of Cognitive Ability of Students Before and After Application of Guided Inquiry Learning Model on Environmental Change Material and Waste Recycling Class X in SMA 'Aisyiyah 1 Palembang. The research method used in this research is weak experiment with one group pretest-posttest design. The population in this study consists of one class of 38 students. Sampling in this research using saturated sample technique because the entire population is sampled. Technique of collecting data is done with test question and observation sheet. Based on the results of data using t test at the real level of 5% tcount = 7,607 and ttable = 2.026, then tcount> ttable. This can be seen from the cognitive test of students showed sig thitung 0.000 <0,05, then Ha accepted and H0 rejected. The result of the analysis of the average increase of the students 'cognitive achievement on the pretest reaches 69.34 while the cognitive students in the posttest reach 83.82 means students' cognitive ability is higher after the application of guided inquiry learning model. Then it can be deduced that there is a Difference of Cognitive Ability of Students Before and After Application of Guided Inquiry Learning Model.

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A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience

AJP Advances in Physiology Education ◽

10.1152/advan.00199.2018 ◽

2019 ◽

Vol 43 (2) ◽

pp. 233-240 ◽

Cited By ~ 4

Author(s):

Puspha Sinnayah ◽

Joseph A. Rathner ◽

Daniel Loton ◽

Rudi Klein ◽

Peter Hartley

Keyword(s):

Active Learning ◽

Student Performance ◽

Learning Strategies ◽

Inquiry Learning ◽

First Year ◽

Learning Approaches ◽

Guided Inquiry ◽

Active Learning Strategies ◽

Assessment Outcomes ◽

Small Team

Bioscience is a foundational unit (subject) of undergraduate allied health degree programs, providing students the scientific basis underpinning their clinical practice. However, despite its significance, bioscience is a difficult academic hurdle for many students to master. The introduction of active learning strategies, including small team-based guided-inquiry learning approaches, has been shown to significantly reduce this hurdle and improve assessment outcomes for the learner. Guided team-based activities can aid in this approach by also building broader skills and capabilities, like teamwork and communication, as well as subject-specific knowledge and skills, thereby positively influencing student assessment outcomes. This paper details the redesign and evaluation of two first-year Bioscience for Paramedics units with the introduction of guided-inquiry learning, as well as other active learning strategies, and assesses their impact on student performance. Results indicate that active learning used within a classroom and in the large lecture theater setting improved students’ grades with positive student perception of their learning experience.

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