IDEAS home Printed from https://ideas.repec.org/a/taf/vjerxx/v105y2012i2p134-146.html
   My bibliography  Save this article

Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar

Author

Listed:
  • Shaljan Areepattamannil

Abstract

The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and interactive science teaching and learning on science achievement and interest in science. In contrast, science teaching and learning using student investigations and hands-on activities had substantial negative effects on science achievement in the context of other variables. Implications of the findings for educational policy and classroom practice are discussed.

Suggested Citation

  • Shaljan Areepattamannil, 2012. "Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(2), pages 134-146.
    • Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:134-146
    DOI: 10.1080/00220671.2010.533717
    as

    Download full text from publisher

    File URL: http://hdl.handle.net/10.1080/00220671.2010.533717
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1080/00220671.2010.533717?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Hanwei Tang & Chen Qiu & Lingqi Meng & Yujia Li & Jiangkun Zhang, 2020. "Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis," SAGE Open, , vol. 10(2), pages 21582440209, June.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:134-146. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Chris Longhurst (email available below). General contact details of provider: http://www.tandfonline.com/vjer20 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.