An examination of the influence of inquiry-based laboratory activities and success on standards based achievement tests in a suburban high school

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dc.contributor Benson, Angela D.
dc.contributor Krannich, Larry K.
dc.contributor Rice, Richard L.
dc.contributor Wright, Vivian H.
dc.contributor.advisor Rice, Margaret L.
dc.contributor.author Vilardi, Virginia A.
dc.date.accessioned 2017-03-01T16:47:04Z
dc.date.available 2017-03-01T16:47:04Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001216
dc.identifier.other Vilardi_alatus_0004D_11515
dc.identifier.uri https://ir.ua.edu/handle/123456789/1689
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study was to examine whether there is a difference in high school students' achievement and retention on standardized tests between students who participate in inquiry-based laboratory activities and those that participate in traditional style laboratory activities. Additionally, student and teacher opinions of inquiry-based activities will be examined. The research questions addressed by this study included the following: 1) will inquiry lab activities increase subject matter content knowledge and retention of material for the students involved; 2) will there be a difference in higher level thinking skills and subject matter knowledge between students participating in the inquiry labs activities and the students participating in the traditional lab activities; 3) what are students' opinions of the activities as compared to previous hands on learning experiences; 4) what are teachers' opinions of the inquiry activities versus the traditional activities; and 5) how will the results of this research compare with the known inquiry-based learning research? The 166 participants were ninth and tenth graders distributed among eight science classes studying biology. Four classes were taught using inquiry methods (treatment group, two per teacher) and four classes were taught using traditional methods (control group, two per teacher). The results of the current study indicate that there is a difference in higher level thinking skills and subject matter knowledge between students that participate in inquiry laboratory activities and the students participating in traditional lab activities. The treatment group averaged 5.6 points higher on their lab notebook grades than the control group. The inquiry lab activities did increase subject matter content knowledge and retention of material for the students involved. For Teacher 1, the treatment group's improvement was 18.71 points. For Teacher 2, the treatment group's improvement was 31.49 points. The combined treatment group's improvement was 25.42 points. This was 4 to 7 points higher than the control groups' improvement. The students enjoyed the inquiry activities. They found them to be fun, challenging and helpful for learning the material. The teachers enjoyed teaching the inquiry labs and stated that they will continue to use these activities along with other inquiry labs in the future.
dc.format.extent 117 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education
dc.subject.other Educational technology
dc.subject.other Educational leadership
dc.title An examination of the influence of inquiry-based laboratory activities and success on standards based achievement tests in a suburban high school
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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