Mustaham, Judith C.
Teacher III Baliwasan Senior High School-Stand Alone Department of Education, Division of Zamboanga City
DOI : https://doi.org/10.47191/ijmra/v7-i11-28Google Scholar Download Pdf
ABSTRACT:
This study determined the performance of grade 12 senior high school students in Practical Research using Guided Inquiry Design during the school year 2022-2023. The study utilized the quasi-experimental research design employing pretest and posttest in Practical Research 2 during the 4th quarter. The participants of this study were 55 Grade 12 students in HUMSS F for the experimental group and 51 students of in HUMSS G for the control group. Purposive sampling technique was utilized in determining the samples of the study. This study determined the performance of grade 12 senior high school students in Practical Research using Guided Inquiry Design during the school year 2022-2023. The study utilized the quasi-experimental research design employing pretest and posttest in Practical Research 2 during the 4th quarter. The participants of this study were 55 Grade 12 students in HUMSS F for the experimental group and 51 students of in HUMSS G for the control group. Purposive sampling technique was utilized in determining the samples of the study. This study concludes that the GID was effective in enhancing the students’ learning outcomes based on the increase of the posttest result and mean difference between the pre-test and posttest. The finding implies that the students in the experimental group who were exposed to GID performed better than the control group with no exposure to GID. It is important to apply GID in class because it develops pedagogical practices that scaffold students’ independent inquiry in learning. Since GID instruction is based on team teaching and inquiry circles, this greatly helps students collaborate with each other which is vital in producing a final output in Practical Research. The researcher will continue to apply GID in teaching to improve existing practices. The researcher recommends that the School Heads will encourage the teachers to use GID in teaching. Teachers can engage in team teaching and inquiry circles to ignite more the interest of the students. Other researchers can use the findings of this study as avenues for future research.
KEYWORDS:guided inquiry design; inquiry circle; team teaching, Practical Research
REFERENCES1) Alamettälä, Tuulikki and Sormunen Eero. 2018. “Lower secondary school teachers’ experiences of developing inquiry- based approaches in information literacy instruction.” Retrieved from: https://core.ac.uk/download/pdf/250152801.pdf
2) Alharbi, Fahad. 2015. “Writing for learning to improve students’ comprehension at the college level”. English Language Teaching, 8(5), 222–234. doi:10.5539/elt.v8n5p222
3) Arnold, Kathleen M., Sharda Umanath, Kara Thio, Walter B. Reilly, Mark McDaniel and Elizabeth J. Marsh. 2017. “Understanding the cognitive process involved in writing to learn”. Journal of Experimental Psychology: Applied, 23(2), 115-127. doi:10.1037/xap0000119
4) Bennett, Deborah J. and Fisch, Audrey A. 2013. “Infusing coteaching into the general education field experience”. Interdisciplinary Journal of Teaching and Learning, 3(1), 18–37.
5) DO 42, s. 2016. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
6) Galbraith, David and Veerle M. Baaijen. 2018. “The work of writing: Raiding the inarticulate. Educational Psychologist” 53(4), 238-257 doi:10.1080/00461520.2018. 1505515
7) Grassian, Esther, Diane Mizrachi and Lorienne Roy. 2017. Information literacy in the workplace. ECIL 2017 (pp. 683 -692). Cham, Switzerland: Springer (Communications in Computer and Information Science, 810).
8) Heath, Rosemarie Antonniette. 2015. “Toward learner-centered high school curriculum-based research: A case study”. Journal of Librarianship and Information Science, 47(4), 368 – 379
9) Heinström, Jannica and Eero Sormunen. 2018. “Structure to the unstructured - Guided Inquiry Design as a pedagogical practice for teaching inquiry and information literacy skills”. Proceedings of ISIC: The Information Behaviour Conference, Krakow, Poland, 9-11. vol. 24 no. 1.
10) Juniar, Anna, Silalahi, Albinus, Suyanti, Retno Dwi. 2020. "The Effect of Guided Inquiry Model on Improving Students' Learning Outcomes and Science Process Skills in Qualitative Analytical Chemistry Practicum," Universal Journal of Educational Research, Vol. 8, No. 11, pp. 5457 - 5462, 2020. DOI: 10.13189/ujer.2020.081149.
11) Kayaalp, Fatih , Elif Meral, and Zeynep Başcı Namlı, 2022. “An analysis of the effect of writing-to-learn activities regarding students’ academic achievement and self-regulation skills in writing”. Participatory Educational Research (PER) Vol.9(1), pp. 324-348, January 2022 Available online at http://www.perjournal.com
12) Kuhlthau, Carol C., Leslie K. Maniotes and Ann K. Caspari. 2012. Guided Inquiry Design: a framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.
13) Price, Paul C., Rajiv Jhangiani, I-Chant A. Chiang, Dana C. Leighton, and Carrie Cuttler. 2017. Research Methods in Psychology: One-Group Designs. https://opentext.wsu.edu/carriecuttler/chapter/8-1-one-group-designs/
14) White, Howard and Shagun Sabarwal. 2014. Quasi experimental design and Methods. Impact Evaluation 8
Volume 07 Issue 11 November 2024
There is an Open Access article, distributed under the term of the Creative Commons Attribution – Non Commercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting and building upon the work for non-commercial use, provided the original work is properly cited.
Our Services and Policies
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected.
The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.
International Journal of Multidisciplinary Research and Analysis will publish 12 monthly online issues per year,IJMRA publishes articles as soon as the final copy-edited version is approved. IJMRA publishes articles and review papers of all subjects area.
Open access is a mechanism by which research outputs are distributed online, Hybrid open access journals, contain a mixture of open access articles and closed access articles.
International Journal of Multidisciplinary Research and Analysis initiate a call for research paper for Volume 07 Issue 11 (November 2024).
PUBLICATION DATES:
1) Last Date of Submission : 26 November 2024 .
2) Article published within a week.
3) Submit Article : editor@ijmra.in or Online
Why with us
1 : IJMRA only accepts original and high quality research and technical papers.
2 : Paper will publish immediately in current issue after registration.
3 : Authors can download their full papers at any time with digital certificate.
The Editors reserve the right to reject papers without sending them out for review.
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected. The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.