Effect of Inquiry-based Learning on Achievement and Retention in Science of Eighth Graders with Different Learning Approaches

Abstract

The present research aimed to find the effect of inquiry-based learning approach using 5E model on achievement and retention in Science of 157 VIII graders with two learning approaches viz. deep learning approach and surface learning approach. ‘Pre-test and post-test control group design with one experimental group” was used. The data collected was analysed with the help of threeway Analysis of Variance. The major findings of the study revealed that, (i) When students were taught through 5E inquiry-based learning approach it resulted in significantly higher mean score on achievement and retention than when students taught through conventional chalk, and talk method. (ii) Students with deep and surface learning approaches performed, and retained comparably in Science. (iii) Through inquiry-based learning, students with deep learning approach performed higher than students with surface learning approach at knowledge category, whereas performance was similar on comprehension and application categories of objectives. (iv) At all categories of objectives, students in inquiry-based learning group with either learning approach performed higher in terms of achievement and retention than the control group.