The present study aims to investigate the impact of constructivist Inquiry Based Learning approach on the achievement of students in Science at VIII Grade level. For this purpose, a sample of 60 students (VIII Grade students) was drawn from a school at Agra (Uttar Pradesh) affiliated to UP Board. The researcher selected randomized groups, pre-test post-test design for the study. Results showed that Inquiry Based Learning has statistically significant effect as compared to traditional teaching method based on mean gain achievement test scores in science. Thus, Teaching of science through Inquiry Based Learning Approach is more effective than teaching through traditional method. This study is make learning more pleasant experiences worth having and students can be actively involved in their own process of learning. One such teaching approach is learning through inquiry which best enables students to experiences the processes of the knowledge creation and the key attributes are learning simulated by inquiry. Inquiry Based Learning falls considered significant as it emphasizes on students involvement gaining experience through engage in work and also helpful in increase positive attitude towards Inquiry Based Learning.
Keywords- Inquiry-Based Learning, Achievement test, Traditional teaching
Traditionally, teachers regard students as having “Knowledge Holes” that needed to
be filled with information. Beyond formal instruction, the new challenges and opportunities for learning arise from varying user needs, expectations, expertise and available information sources therefore, Modern age demands such innovative educational practice that can
under the realm of inductive approach of learning which begin with a set of observation and data to interpret, or a complex real world problem, and as the student study the data or problem they attitude towards Inquiry Based Learning.
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