The effect of inquiry-based science learning on 5th grade students’ science achievement

Abstract

There were two main purposes of this study. First, this study was designed to assess to what extent students believe they have the ability to successfully learn the material expected of them in the 5^th grade. Second, this study seeks to determine if there is a relationship between the implementation of inquiry learning strategies as part of instruction and growth in students’ attitudes towards science and achievement in the science classroom. A 7-week physical and chemical changes unit was developed for this study and covered material based on the grade five Georgia Performance Standards. This study adopted a quantitative research method and used the Science Attitude Inventory (SAI) and a content test that was administered before and after the unit. The participants were 61 5^th grade students ranging in age from 9 to 12 years old. Means, standards deviations, a t-test, and a correlation will be analyzed. The results may indicate a change in students’ attitude and achievement in the science classroom after participating in inquiry learning activities.