Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/348393
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dc.coverage.spatialEnglish Language Teaching
dc.date.accessioned2021-11-22T05:49:19Z-
dc.date.available2021-11-22T05:49:19Z-
dc.identifier.urihttp://hdl.handle.net/10603/348393-
dc.description.abstractThe study was conducted to find out the Effectiveness of Inquiry-Based Instruction on Science Process skills, Achievement in Science and Metacognition of Higher Secondary School Students for the study. In addition to these variables, effectiveness of InquiryBased Instruction on Attitude towards Science was also studied by the investigator. The sample consisted of 90 higher secondary school students. Experimental method was used for the study and the researcher decided to adopt a Quasi-Experimental design, namely Pre-test, Post-test Non-Equivalent Control group design. Self-constructed tool was used for assessing the Science Process Skills, Achievement in Science, and Attitude towards Science. Metacognitive Awareness Inventory by Schraw and Dennison was also used for data collection. Correlation analysis revealed that Science Process Skills, Achievement in Science, Attitude towards Science, and Metacognitionwere positively related. There was a significant difference in the Science Process Skills, Achievement in Science, and Attitude towards Science and Metacognitive Awarenessof students taught by Inquiry Based Instruction and Conventional method and the mean scores revealed that Inquiry Based Instruction enhanced the Science Process Skills, Achievement in Science, Attitude towards Science and Metacognitive Awarenessof higher secondary school students. Gender wise there is no significant difference in Achievement in Science of students in the Inquiry Based Instruction group. It was found that Girls of Inquiry Based Instruction group possessed better Classification, Communicating, and Collectionand Interpretation of data skills than boys, whereas boys had better Observation skill. The study also revealed that Boys of both Control and Experimental group had better Attitude towards Science than the girls. The study found that Girls of Experimental group had better Metacognitive Awareness, Knowledge of Cognition, and Debugging Strategies than the boys. Delayed Post-test score on Achievement in Science and Attitude
dc.format.extent214
dc.languageEnglish
dc.relation111
dc.rightsuniversity
dc.titleEffectiveness of inquiry based instruction on science process skills achievement in science and metacognition of higher secondary school students
dc.title.alternative
dc.creator.researcherSangeetha T
dc.subject.keywordSocial Sciences
dc.subject.keywordSocial Sciences General
dc.subject.keywordEducation and Educational Research
dc.description.note
dc.contributor.guideIndu H
dc.publisher.placeCoimbatore
dc.publisher.universityAvinashilingam Institute for Home Science and Higher Education for Women
dc.publisher.institutionDepartment of Education
dc.date.registered2016
dc.date.completed2021
dc.date.awarded2021
dc.format.dimensions210 mm x 290 mm
dc.format.accompanyingmaterialDVD
dc.source.universityUniversity
dc.type.degreePh.D.
Appears in Departments:Department of Education

Files in This Item:
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01_titile.pdfAttached File79.82 kBAdobe PDFView/Open
02_certificate.pdf173.68 kBAdobe PDFView/Open
03_acknowledgement.pdf84.84 kBAdobe PDFView/Open
04_contents.pdf80.42 kBAdobe PDFView/Open
05_list of tables, figures and appendices.pdf171 kBAdobe PDFView/Open
06_chapter i.pdf2.77 MBAdobe PDFView/Open
07_chapter 2.pdf10 MBAdobe PDFView/Open
08_chapter 3.pdf7.48 MBAdobe PDFView/Open
09_chapter 4.pdf27.49 MBAdobe PDFView/Open
10_chapter 5.pdf2.63 MBAdobe PDFView/Open
11_references.pdf2.69 MBAdobe PDFView/Open
12_appendices.pdf950.89 kBAdobe PDFView/Open
80_recommendation.pdf24.17 kBAdobe PDFView/Open


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