Effects of Guided Inquiry-Based Model on Pre-Service Biology Teachers Attitude Towards Invertebrate Zoology Learning
1 Department of Science and Mathematics Education, Addis Ababa University, Addis Ababa, ETHIOPIA2 Department of Biology, Hossana College of Teachers Education, Hossana, ETHIOPIA* Corresponding Author
Aquademia, 2022, 6(2), ep22007, https://doi.org/10.30935/aquademia/12360
OPEN ACCESS 164 Views 122 Downloads
Although attitude is a key to achieve competency of contemporary science education overlooked in many Ethiopian schools and institutions. The purpose of current study was to investigate the effects of guided inquiry based instructional model on pre-service biology teachers’ attitude towards invertebrate zoology learning. The research used quantitative research method and non-equivalent quasi-experimental pretest-treatment-posttest design. 128 pre-service biology teachers registered on invertebrate zoology course was selected using convenient sampling method. Three intact groups were assigned into two treatment groups (TG1&TG2) and a comparison group (CG). The treatment and comparison groups were instructed for eight consecutive weeks with guided inquiry based instructional model and conventional method of teaching respectively. Likert scale questionnaire was administered to collect pretest and posttest data from participants. The data were analyzed using one-way ANOVA and factorial ANOVA. The results of the study revealed that there were significant differences between groups in overall, dimension-1 and dimension-2 of attitude. In relation to gender guided inquiry based instructional model had no significant effect on attitude of pre-service biology teachers in invertebrate zoology learning. In conclusion guided inquiry based instructional model on pre-service biology teacher’s overall attitude have sound effects towards invertebrate zoology learning.
Abza, A., Wodaj, H., & Edessa, S. (2022). Effects of Guided Inquiry-Based Model on Pre-Service Biology Teachers Attitude Towards Invertebrate Zoology Learning. Aquademia, 6(2), ep22007. https://doi.org/10.30935/aquademia/12360
- Aktamis, H., Higde, E., & Ozden, B. (2017). Effects of the inquiry-based learning method students’ achievement, science process skills and attitudes towards science: A meta-analysis science. Journal of Turkish Science Education, 13(4), 248-261. https://doi.org10.12973/tused.10183a
- Alemu, Y. (2018). Students’ attitude towards natural science in Debre Markos town primary schools. International Journal of Technology Enhancements and Emerging Engineering Research, 2, 1.
- Almuntasheri, S., Gillies, R. M., & Wright, T. (2016). The effectiveness of a guided inquiry-based, teachers’ professional development program on Saudi students’ understanding of density. Science Education International, 27(1), 16-39.
- Aulia, E. V., Poedjiastoeti, S., & Agustini, R. (2018). The effectiveness of guided inquiry-based learning material on students’ science literacy skills. Journal of Physics: Conference Series, 947(1), 012049. https://doi.org/10.1088/1742-6596/947/1/012049
- Bialangi, M., B., Zubaidah, S., Amin, M., & Gofur, A. (2016). Development of students’social attitudes in biology classroom through jigsaw and guided inquiry. International Journal of Academic Research and Development, 1(10), 01-07.
- Chin, Z. Duggan, I. J., & Kamarathi, C. S. (2014). Engineering based learning: A paradigm shift for high school STEM teaching. International Journal of. Engineering Education, 30(4), 876-887.
- Cohen, J. (1988). Statistical power and analysis for the behavioral sciences. Lawrence Erlbaum Associates.
- Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge. https://doi.org/10.4324/9780203029053
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
- Derilo, R. C. (2019). Basic and integrated science process skills acquisition and science achievement of seventh-grade learners. European jJournal of Education Studies, 6(1), 281-294. https://doi.org/10.5281/zenodo.2652545
- Ding, L., & Mollohan, K. N. (2015). How college-level introductory instruction can impact student epistemological beliefs. Journal of College Science Teaching, 44(4), 19. https://doi.org/10.2505/4/jcst15_044_04_19
- Fareo, D. O. (2019). Study attitude and academic achievement in biology at secondary school level in Mubi Metropolis of Adamawa State. International Journal of Scientific and Research Publications, 9(8), 2250-3153. https://doi.org/10.29322/IJSRP.9.08.2019.p9253
- Hacieminoglu, E. (2016). Elementary school students’ attitude toward science and related variables. International Journal of Environmental and Science Education, 11(2), 35-52. https://doi.org/10.12973/ijese.2016.288a
- Hadjichambis, A. C., Georgiou, Y., Paraskeva- Hadjichambi, D., Kyza, E. A., & Mappouras, D. (2015). Investigating the effectiveness of an inquiry-based intervention on human reproduction in relation to students’ gender, prior knowledge and motivation for learning in biology. Journal of Biological Education, 50(3), 261-174. https://doi.org/10.1080/00219266.2015.1067241
- Hinneh, J. T. (2017). Attitude towards practical work and students’ achievement in biology: A case of a private senior secondary school in Gaborone, Botswana. IOSR Journal of Mathematics, 13(4), 6-11.
- Hu, X., Leung, F. K., & Chen, G. (2018). School, family, and student factors behind student attitudes towards science: The case of Hong Kong fourth-graders. International Journal of Educational Research, 92, 135-144. https://doi.org/10.1016/j.ijer.2018.09.014
- Ismail, N. & Shade, E. (2006). Inquiry based learning: A new approach to classroom learning. English Language Journal, 2(1), 13-24.
- Joseph, I. K., Cecilia, N., & Anthonia, U. (2017). Development of science process skills among Nigerian secondary school science students and pupils: An opinion. International Journal of Chemistry Education, 1(2), 013-021.
- Jurik, V., Gröschner, A., & Seidel, T. (2013). How student characteristics affect girls’ and boys’ verbal engagement in physics instruction. Learning and Instruction, 23, 33-42. https://doi.org/10.1016/j.learninstruc.2012.09.002
- Kang, J., & Keinonen, T. (2016). Examining factors affecting implementation of inquiry-based learning in finland and south korea. Problems of Education in the 21st Century, 74.
- Kaur, D., & Zhao, Y. (2017). Development of physics attitude scale (PAS): An instrument to measure students’ attitudes toward physics. Asia-Pacific Education Researcher, 26(5), 291-304. https://doi.org/10.1007/s40299-017-0349-y
- Kazeni, M., Baloyi, E., & Gaigher, E. (2018). Effectiveness of individual and group investigations in developing integrated science inquiry skills. South African Journal of Education, 38(3). https://doi.org/10.15700/saje.v38n3a1549
- Keles, N., & Hand, B. (2017). The questioning strategies affecting teachers’ implementation levels of the argument-based inquiry. Turkish Studies, 12(17), 227-244. https://doi.org/10.7827/TurkishStudies.11971
- Kemp, A., Palmer, E., & Strelan, P. (2019). A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models. British Journal of Educational Technology, 50(5), 2394-2413. https://doi.org/10.1111/bjet.12833
- Kustijono, R., Jatmiko, B., and Ibrahim, M. (2018). The effect of scientific attitudes toward science process skills in basic physics practicum by using peer model. International Journal of GEOMATE, 15(50), 82-87. https://doi.org/10.21660/2018.50.IJCST50
- Learning, A. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. https://open.alberta.ca/publications/0778526666
- Mehmood, N., & Anwer, M. (2020). Relationship of students’ attitude towards and achievement in biology across gender and grade. Pakistan Social Sciences Review, 4(2), 422-435. https://doi.org/10.35484/pssr.2020(4-II)34
- MoE. (1994). The educational training policy of the Federal Republic of Ethiopia. Addis Ababa Ministry of Education: EMPDA.
- MoE. (2002). The education and training policy and its implementation. Addis Ababa, Ethiopia. Addis Ababa Ministry of Education: EMPDA.
- MoE. (2018). Ethiopian education development roadmap (2018-30). An integrated executive summary. Ministry of Education, Education Strategy Center.
- Mulatie, M. (2018). Attitude of junior and secondary school students towards basic science subjects in North Gondar, Ethiopia. Ethiopian Renaissance Journal of Social Sciences and the Humanities, 5, 1.
- Mulyana, S., Rusdi, R., & Vivanti, D. (2018). The effect of guided inquiry learning model and scientific performance on student learning outcomes. Indonesian Journal of Science and Education, 2(1), 44-48. https://doi.org/10.31002/ijose.v2i1.596
- Mwanda, G., Odundo, P., & Midigo, R. (2017). Towards adoption of constructivist instructional approach in learning biology in secondary school students in Kenya: Addressing learner attitude. International Journal of Secondary Education, 5(1), 1-11. https://doi.org/10.11648/j.ijsedu.20170501.11
- National Educational Assessment and Examinations Agency (NEA and EA) (2014). Second national learning assessment on grades 10 and 12 students. Addis Ababa, Ethiopia.
- Njoku, M. I. A., & Nwagbo, C. R. (2020). Enhancing students’ attitude and achievement in biology through innovative strategies. Sciences, 6(2), 134-152. https://doi.org/10.20319/pijss.2020.62.134152
- National Agency for Examinations (NAE) (2016). Ethiopian first national learning assessment of grades 10 and 12 students. Addis Ababa, Ethiopia.
- Ogembo, J. O., Otanga, H., & Yaki, R. N. (2015). Students’ and teachers’ attitude and performance in chemistry in secondary schools in Kwale County, Kenya. G.J.I.S.S, 4(3), 39-43.
- Prayitno, B. A., Duran, C., Herawati, S., Siti, Z., & Murni, R. (2017). Closing the science process skills gap between students with high and low level academic achievement. Journal of Baltic Science Education, 16(2), 266-277. https://doi.org/10.33225/jbse/17.16.266
- Pulungan, M. S., Nasution, D., & Rahmatsyah. (2021). The effect of scientific inquiry learning model and scientific attitude on students’ science process skills. Journal of Physics: Conference Series, 1811, 012003. https://doi.org/10.1088/1742-6596/1811/1/012003
- Sarwar, M., Bashir, M., & Alam, M. (2017). Study attitude and academic achievement at secondary level in Pakistan. Journal of College Teaching & Learning, 7(2), 55-60. https://doi.org/10.19030/tlc.v7i2.89
- Shahali, E. H., Halim, M., Treagust D. F., Mihye W., & Chandrasegaran A. L. (2017). Primary school teachers’ understanding of science process skills in relation to their teaching qualifications and teaching experience. Research in Science Education, 47, 257-281. https://doi.org/10.1007/s11165-015-9500-z
- Sitotaw, B., & Tadele, K. (2016). Students’ attitudes towards physics in primary and secondary schools of Dire Dawa City administration, Ethiopia. World Journal of Educational Research and Reviews, 3(1), 044-050.
- Sofiani, D., Maulida, A. S., Fadhillah, N., & Sihite, D. Y. (2017). Gender differences in students’ attitude towards science. Journal of Physics: Conference Series, 895(1), 012168. https://doi.org/10.1088/1742-6596/895/1/012168
- Tan, R. M., Yangco, R. T., & Que, E. N. (2020). Students’ conceptual understanding and science process skills in an inquiry-based ﬂipped classroom environment. Malaysian Journal of Learning & Instruction, 17(1), 159-184. https://doi.org/10.32890/mjli2020.17.1.7
- Tesfaye, S. (2014). Teacher preparation in Ethiopia: A critical analysis of reforms. Cambridge Journal of Education, 44(1), 113-145. https://doi.org/10.1080/0305764X.2013.860080
- Villafañe, S. M., & Lewis, J. E. (2016). Exploring a measure of science attitude for different groups of students enrolled in introductory college chemistry. Chemistry Education Research and Practice, 17(4), 731-742. https://doi.org/10.1039/C5RP00185D
- Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
- Widiyatmoko, A., & Shimizu, K. (2018). An overview of conceptual understanding in science education curriculum in Indonesia. Journal of Physics: Conference Series, 983, 012044. https://doi.org/10.1088/1742-6596/983/1/012044
- Wodaj, H., & Belay, S. (2021). Effects of 7E instructional model with metacognitive scaffolding on students’ conceptual understanding in biology. Journal of Education in Science, Environment and Health, 7(1), 26-43. https://doi.org/10.21891/jeseh.770794
- Wüst-Ackermann, P., Christian, V., Itzek-Greulich, H., & Randler, C. (2018). Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation. Palgrave Communications, 4, 81. https://doi.org/10.1057/s41599-018-0122-8
- Zeidan, A. H., & Jayosi, M. R. (2015). Science process skills and attitudes toward science among Palestinian secondary school students. World journal of Education, 5(1), 13-24. https://doi.org/10.5430/wje.v5n1p13
- Zulfiani, Z., & Herlanti, Y. (2018). Scientific inquiry perception and ability of pre-service teachers. Journal of Turkish Science Education, 15(1), 128-140.