Presentation Schedule
Effectiveness of Inquiry-based Approach in Improving the Secondary Students’ Academic Achievement in Science: A Meta-analysis (89876)
Session Chair: Hilary Ng
Friday, 28 March 2025 09:50
Session: Session 1
Room: Room 607 (6F)
Presentation Type: Oral Presentation
Science education requires students to be inquisitive and logical thinkers to understand phenomena. The inquiry-based approach, which allows students to investigate science-related themes, is increasingly popular for improving academic achievement. However, there is a growing demand for studies to determine the effectiveness of this approach across various secondary grade levels and scientific disciplines. Thus, the researcher employed meta-analysis to assess, analyze and explore the effectiveness inquiry-based approach specifically on secondary students’ academic achievement in science. In following the inclusion and exclusion criteria, 13 empirical studies in Africa, Asia, and Eurosia conducted form 2011 to 2023 have qualified for this study. Eleven of which focused on JHS (n = 1,126) and the other two studies focused on SHS (n = 278). These empirical studies were procured from different meta-search engines including Google scholar, OpenAlex, Semantic Scholar and SCOPUS. Further, the researcher utilized Harzing’s Publish or Perish software to exhaust the searching process. Using the JAMOVI software, the sample size, mean, and standard deviation were analyzed to determine the effect sizes (Hedge’s g) and the results of forest plot, funnel plot and Begg-Mazumdar test. Comprehensive Meta-Analysis version 4 was utilized to compute for the moderator analysis of this meta-analysis. Findings revealed that inquiry-based approach in science instruction has a large and positive effect (ES = .760) on the students’ academic achievement. The study found no significant difference in students' academic achievement based on their grade levels, suggesting the need for future comparative educational research in science education to explore these factors.
Authors:
James Ollero, De La Salle University Manila, Philippines
Maricar Prudente, De La Salle University Manila, Philippines
About the Presenter(s)
Mr James Ollero is a University Postgraduate Student at Saint Mary's University, Bayombong, Nueva Vizcaya, Philippines in Philippines
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