Exploring the Impact of Enquiry-Based Instructional Strategies on Students’ Attitudes towards Biology

Henriette Manishimwe, William Aino Shivoga, Venuste Nsengimana

Abstract


Teaching methods dominated by teacher demonstration, chalk and talk, have been attributed as the main source of negative attitudes towards biology. This study aimed to explore the impact of enquiry-based learning on students’ attitudes towards biology. The study comprised 228 students purposely selected from six secondary schools. Focus-roup discussions were used to collect qualitative data with a phenomenological design. Six groups were probed with interview questions, three on the side of the experimental group and three on the side of the group subjected to conventional teaching methods. The data were analysed by using NVIVO software, and later, content analysis was employed descriptively. The study's findings revealed an extensive impact of enquiry-based learning on enhancing students’ attitudes towards biology. Moreover, a remarkable commitment was identified on the side of the experimental group, while exploring biological concepts in their groups. Difficulties, such as insufficient laboratory activities, lack of planning for practical laboratory skills, and the inability to grasp the scientific names of micro-organisms were identified. Learners proposed ways of improving teaching and learning biology, such as providing learning resources, extra time to explore the biological content, more laboratory practical work, access to ICT tools, field studies, and the need for active learning methods. More support in active learning was requested on the side of the control group. The students subjected to enquiry instructions improved their attitude towards biology. Further studies can adopt in-depth interviews, in order to gain more information.

https://doi.org/10.26803/ijlter.21.12.2


Keywords


Inquiry-based learning; focus group discussion; phenomenology method; attitude

Full Text:

PDF

References


Adejimi, S. A., Nzabalirwa, W., & Shivoga, W. A. (2022). Enhancing Students’ Attitudes Towards Biology Using Consensus and Cooperative Reflective Journal Writing Educational Strategies. Problems of Education in the 21st Century, 80(2), 242–255. https://doi.org/10.33225/pec/22.80.242

Akinbadewa, B. O., & Sofowora, O. A. (2020). The Effectiveness of Multimedia Instructional Learning Packages in Enhancing Secondary School Students’ Attitudes towards Biology. International Journal on Studies in Education, 2(2), 119–133. https://doi.org/10.46328/ijonse.19

Anagün, ?. S. (2018). Teachers’ perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4), 825–840. https://doi.org/10.12973/iji.2018.11452a

Bizimana, E., Mutangana, D., & Mwesigye, A. (2022). Improving students’ cognitive process in biology using concept mapping and cooperative mastery learning strategies. Emmanuel. European Journal of Educational Research, 11(1), 103–116. https://doi.org/10.12973/EU-JER.11.1.107

Byukusenge, C., Nsanganwimana, F., & Paulo Tarmo, A. (2022). Difficult topics in the revised biology curriculum for advanced level secondary schools in Rwanda: teachers’ perceptions of causes and remedies. Journal of Biological Education, 00(00), 1–17. https://doi.org/10.1080/00219266.2021.2012225

Byukusenge, C., Nsanganwimana, F., & Tarmo, A. P. (2022). Effectiveness of Virtual Laboratories in Teaching and Learning Biology: A Review of Literature. International Journal of Learning, Teaching and Educational Research, 21(6), 1–17. https://doi.org/10.26803/ijlter.21.6.1

Cheng, F. C., Wang, L. H., Lin, T. C., Chang, Y. T., Lee, M. C., & Chiang, C. P. (2022). The impact of integrating oral health education into a microbiology curriculum for students of department of life science. Journal of Dental Sciences, 17(3), 1253–1259. https://doi.org/10.1016/j.jds.2022.04.015

Chidubem Precious, E., & Adewunmi Feyisetan, A.-V. (2020). Influence of Teacher-Centered and Student-Centered Teaching Methods on the Academic Achievement of Post-Basic Students in Biology in Delta State, Nigeria. Teacher Education and Curriculum Studies, 5(3), 120. https://doi.org/10.11648/j.tecs.20200503.21

Cox, J. L., & Simpson, M. D. (2018). Microbiology Education and Infection Control Competency: Offering a New Perspective. Journal of Microbiology & Biology Education, 19(2). https://doi.org/10.1128/jmbe.v19i2.1475

Dahlin, B., Østergaard, E., & Hugo, A. (2012). An Argument for Reversing the Bases of Science Education - A Phenomenological Alternative to Cognitionism. Nordic Studies in Science Education, 5(2), 185–199. https://doi.org/10.5617/nordina.350

David, O., & Venuste, N. (2021). Practice in Teaching and Learning of Invertebrates: Evaluating the Effectiveness of Pedagogical Language Strategies in Tanzania Secondary Schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(2), 1–22. https://doi.org/10.29333/ejmste/9697

Dorfner, T., Förtsch, C., & Neuhaus, B. J. (2018). Effects of three basic dimensions of instructional quality on students’ situational interest in sixth-grade biology instruction. Learning and Instruction, 56(March), 42–53. https://doi.org/10.1016/j.learninstruc.2018.03.001

Dotimineli, A., & Mawardi, M. (2021). Development of STEM Integrated PBL-Based Student Worksheets in Energetic Materials of First-Year Students. Journal of Physics: Conference Series, 1788(1), 1–12. https://doi.org/10.1088/1742-6596/1788/1/012045

Erbas, C., & Demirer, V. (2019). The effects of augmented reality on students’ academic achievement and motivation in a biology course. Journal of Computer Assisted Learning, 35(3), 450–458. https://doi.org/10.1111/jcal.12350

Fuchsova, M., & Korenova, L. (2019). Visualisation in basic science and engineering education of future primary school teachers in human biology education using augmented reality. European Journal of Contemporary Education, 8(1), 92–102. https://doi.org/10.13187/ejced.2019.1.92

Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and Learning, 3(2). https://doi.org/10.20429/ijsotl.2009.030216

Harris, B. N., McCarthy, P. C., Wright, A. M., Schutz, H., Boersma, K. S., Shepherd, S. L., Manning, L. A., Malisch, J. L., & Ellington, R. M. (2020). From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond. Ecology and Evolution, 10(22), 12581–12612. https://doi.org/10.1002/ece3.6915

Jonah,T.M.F.,&Tobi,T.(2022). Areas and causes of student s ’ difficulties in learning the concept of cell in secondary school biology curriculum. International Journal of Advanced Academic Research, 8(3), 16–27 .https://doi.org/10.46654.

Kang, J., & Keinonen, T. (2018). The Effect of Student-Centered Approaches on Students’ Interest and Achievement in Science: Relevant Topic-Based, Open and Guided Enquiry-Based, and Discussion-Based Approaches. Research in Science Education, 48(4), 865–885. https://doi.org/10.1007/s11165-016-9590-2

Kareem, A. A. (2018). The use of multimedia in teaching biology and its impact on students’ learning outcomes. The Eurasia Proceedings of Educational & Social Sciences, 9(1), 157–165. https://dergipark.org.tr/download/article-file/531778

Khalaf, B. K., & Zin, Z. B. M. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4), 545–564. https://doi.org/10.12973/iji.2018.11434a

Lombardi, D., Shipley, T. F., Bailey, J. M., Bretones, P. S., Prather, E. E., Ballen, C. J., Knight, J. K., Smith, M. K., Stowe, R. L., Cooper, M. M., Prince, M., Atit, K., Uttal, D. H., LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., van der Hoeven Kraft, K. J., & Docktor, J. L. (2021). The Curious Construct of Active Learning. Psychological Science in the Public Interest, 22(1), 8–43. https://doi.org/10.1177/1529100620973974

Manishimwe, H., Shivoga, W. A., & Nsengimana, V. (2022). Effect of inquiry-based learning on students’ attitude towards learning biology at upper secondary schools in Rwanda. Journal of Baltic Science Education, 21(5), 862-874. https://doi.org/10.33225/jbse/22.21.862

Ministry of Education . (2018). Education statistics.Kigali,Rwanda

Moretti, F., Vliet, L. Van, Bensing, J., Deledda, G., Mazzi, M., Rimondini, M., Zimmermann, C., & Fletcher, I. (2011). Patient Education and Counseling A standardised approach to qualitative content analysis of focus group discussions from different countries. Patient Education and Counseling, 82(3), 420–428. https://doi.org/10.1016/j.pec.2011.01.005

Mukagihana, J., Aurah, C. M., & Nsanganwimana, F. (2021). The effect of resource-based instructions on pre-service biology teachers’ attitudes towards learning biology. International Journal of Learning, Teaching and Educational Research, 20(8), 262–277. https://doi.org/10.26803/IJLTER.20.8.16

Mukagihana, J., Nsanganwimana, F., & Aurah, C. M. (2021). How Pre-service Teachers Learn Microbiology using Lecture, Animations, and Laboratory Activities at one Private University in Rwanda. International Journal of Learning, Teaching and Educational Research, 20(7), 328–345. https://doi.org/https://doi.org/10.26803/ijlter.20.7.18

Musengimana, J., Kampire, E., & Ntawiha, P. (2022). Effect of Task-Based Learning on Students’ Understanding of Chemical Reactions Among Selected Rwandan Lower Secondary School Students. Journal of Baltic Science Education, 21(1), 140–155. https://doi.org/10.33225/jbse/22.21.140

Orodho, A., Nzabarirwa, W., Odundo, P., Waweru, P. N., & Ndayambaje, I. (2016). Quantitative and Qualitative Research Methods. A Stpe-by-Step Guide to Scholarly Excellence. Kanezja Publishers & Entreprises.

Rabgay, T. (2018). The effect of using a co-operative learning method on tenth-grade students’ learning achievement and attitude towards biology. International Journal of Instruction, 11(2), 265–280. https://doi.org/10.12973/iji.2018.11218a

Rogayan, D. V. (2019). Biology Learning Station Strategy (BLISS): Its Effects on Science Achievement and Attitude towards Biology. International Journal on Social and Education Sciences, 1(2), 78–89. https://doi.org/10.46328/ijonses.10

Tsybulsky, D., Dodick, J., & Camhi, J. (2018). High-school students in university research labs? Implementing an outreach model based on the ‘science as inquiry’ approach. Journal of Biological Education, 52(4), 415–428. https://doi.org/10.1080/00219266.2017.1403360

Xu, Z., & Shi, Y. (2018). Application of Constructivist Theory in Flipped Classroom — Take College English Teaching as a Case Study. Theory and Practice in Language Studies, 8(7), 880. https://doi.org/10.17507/tpls.0807.21


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493