Scholarlink

<p>This study investigated the effect of the science process skills-integrated inquiry-based approach (SPSIIBA) on grade 9 students’ academic achievement in cell biology and their perception of SPSIIBA. The study used a mixed-method research approach with a quasi-experimental design. A total of 78 secondary school students participated in the study. The data were collected using cell biology academic achievement tests and semi-structured interviews. The data were analyzed using means, standard deviations, independent samples t-tests, ANCOVA, and data-driven thematic analysis. Analysis with ANCOVA revealed that the experimental group had significantly higher cell biology academic achievement post-test scores than the comparison group (F (1,75) = 43.355, p &lt; 0.001), with a large effect size of&#xa0;36.6%. ANCOVA confirmed that the difference was due to SPSIIBA. Besides, the interview results also indicated that experimental group students had a more positive perception of SPSIIBA. The study concludes that the SPSIIBA significantly improved students’ academic achievement by creating an active learning environment and simplifying complex ideas, and students had a positive perception of SPSIIBA. The findings of this study provide implications for curriculum designers and teachers, emphasizing the significance of integrating science process skills in learning to improve academic achievement.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Effect of using science process skills-integrated inquiry-based approach on grade nine students’ cell biology academic achievement

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月18日

查看全文
  • Million Tadesse Kassaye,
  • Destaw Damtie,
  • Solomon Melesse,
  • Getahun Yemata

摘要

This study investigated the effect of the science process skills-integrated inquiry-based approach (SPSIIBA) on grade 9 students’ academic achievement in cell biology and their perception of SPSIIBA. The study used a mixed-method research approach with a quasi-experimental design. A total of 78 secondary school students participated in the study. The data were collected using cell biology academic achievement tests and semi-structured interviews. The data were analyzed using means, standard deviations, independent samples t-tests, ANCOVA, and data-driven thematic analysis. Analysis with ANCOVA revealed that the experimental group had significantly higher cell biology academic achievement post-test scores than the comparison group (F (1,75) = 43.355, p < 0.001), with a large effect size of 36.6%. ANCOVA confirmed that the difference was due to SPSIIBA. Besides, the interview results also indicated that experimental group students had a more positive perception of SPSIIBA. The study concludes that the SPSIIBA significantly improved students’ academic achievement by creating an active learning environment and simplifying complex ideas, and students had a positive perception of SPSIIBA. The findings of this study provide implications for curriculum designers and teachers, emphasizing the significance of integrating science process skills in learning to improve academic achievement.