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Procedia - Social and Behavioral Sciences 93 (2013) 65 69

3rd World Conference on Learning, Teaching and Educational Leadership

Inquiry-based instruction, students attitudes and teachers support

towards science achievement in rural primary schools
Arsaythamby Velooa, Selvan Perumalb, R.Vikneswarya
a
School of Education and Modern Languages, Universiti Utara Malaysia, 6010 Sintok, Malaysia
b
School of Business, Universiti Utara Malaysia, 6010 Sintok, Malaysia

Abstract

The purpose of this study is to seek the relationship between inquiry-based instruction, students attitudes toward science and
teachers support towards science achievement. It also looks at the gender differences in science achievement. This study was
conducted among 149 students in a national primary school in a rural area of Kedah, Malaysia. Questionnaires were
distributed among the students for feedback. The results indicated that female students perform better in science than male
students. In addition, the regression results revealed that all three independent variables, namely inquiry-based instruction,
students attitudes toward science and teachers support significantly influence science achievement among year five students.
It was clear that the findings of this study have important implications for primary school students, specifically in evaluating
science achievement. It is still unclear whether these findings could be generalized to other non-western countries.
2013
2012The
Published
Authors.by ElsevierbyLtd.
Published Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer review under responsibility of Prof. Dr. Ferhan Odaba
Keywords: inquiry-based instruction, students attitudes, teachers support, science achievement;

1. Introduction

Malaysia is progressing towards a developed nation status, and needs to create a society that is scientifically
oriented, forward-looking, knowledgeable, progressive, having a high capacity for change, innovative, be a
competitive player and a contributor to scientific and technological developments in the future global arena.
Hence, the Malaysian education system greatly emphasizes the success of science education. Student success in
science achievement is often used to measure teachers effectiveness in the teaching and learning process, as well
as students acquiring of science knowledge and attitudes engaged in such learning processes. The
accomplishment of improving student success in science in Malaysia is necessary in order to increase overall
science literacy among Malaysians. This ensures the preparedness for the growing science and technology
demands of the 21st century.
Previous research stated that science achievement is able to increase due to inquiry-based instruction, students
attitudes toward science, teachers support and others. This was also confirmed by Amaral, Garrision and
Klentschy (2002) who stated that an inquiry-based approach has a positive impact on students academic
achievements. Johnson and Lawson (1998) claimed that nothing seemed to be lost when switching to inquiry-
Arsaythamby, V.Tel:+60194774997
arsay@uum.edu.my

1877-0428 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer review under responsibility of Prof. Dr. Ferhan Odaba
doi:10.1016/j.sbspro.2013.09.153
66 Arsaythamby Veloo et al. / Procedia - Social and Behavioral Sciences 93 (2013) 65 69

based instruction. Moreover, he added that much was gained. Tepe (1999) and Aknipar et al. (2009) found that
students attitudes toward science lessons increased as their grade increased. Teachers teaching methods
influence students behavior towards learning (Raffini, 1993).
The statistic taken from a national primary school in one of the rural areas in Kedah showed that there have
been ups and downs in the UPSR science examination results. The results are 79.90 % (2007), 78.00 % (2008),
68.50% (2009) and 68.10 % (2010). The results demonstrate a decrease in performance starting from 2007. The
results show that the students are underachieving in science due to certain factors.

2. Literature review

Gender is also considered an essential component related to science performance research (Baker, 2002; Kahle
& Meece, 1994; Krockover & Shepardson, 1995). This is very much in line with the investigation carried out by
Lynch (2000), Rodriguez (1998), and Stevens (1993). Scantlebury (1994) claimed that most cultures led females
and males into different experiences; hence, they start school with different knowledge, expectations and self-
confidence in learning. In Malaysian primary schools, the composition of males and females enrolled in public
primary school is about the same. This places Malaysia in a unique situation among developing countries.
The relationship between inquiry-based instruction and science achievement is unclear. According to Alouf
and Bently (2003), Amaral et al. (2002), Jorgenson and Vanosdall (2002), and Von Secker (2002), there are some
studies that found a positive relationship between inquiry-based instruction and science achievement. However,
there are also studies that showed no significant relationship between inquiry-based instruction and science
achievement (Booth, 2001). Inquiry-based instruction has a positive impact on students learning that is reflected
in their academic achievements and their ability to solve problems (Geier et al., 2008; Hmelo-Silver, Duncan, &
Chinn, 2007). Inquiry helps students to comprehend scientific knowledge and also the way in which students are
expected to learn during the process of constructing knowledge (Abd-El-Khalick et al., 2004).
According to George (2006), one of the issues regarding science education research is attitudes toward science
and science teaching. Tan (2007) in his study showed a significant positive correlation, indicating that students
with more positive attitudes tend to be more achievement oriented. Students attitudes toward studying science
have been a substantive feature of work for the science education research community for the past 30 to 40 years.
Science education research stated that there is a series of studies determining attitudes of primary school students.
Girod (2001), Tepe (1999),Turhan (2003) and Aknipar et al. (2009) claimed that there were some studies that
examined the relation between students attitudes toward science and their academic achievement as well as
learning strategy. Attitudes toward science are positively related to science achievement and there are studies that
found such positive correlations (House, 1996; Lee & Burkam, 1996). Alkan (2006), Ilgaz (2006) andAknipar et
al. (2009) found that students attitudes toward science lessons increased as their grade increased. George (2006),
Kulce (2005) andAknipar et al. (2009) stated that there are results that showed students attitudes toward science
lessons increased as their grade decreased.
Teachers with high efficacy showed a great commitment to students achievement. Hancock, Bray and Nason
(1995) stated that student-centered instruction has a potential for enhancing intrinsic motivation among students.
Inquiry-based instruction aligns very much with student-centered instruction. The alignment of both methods of
instruction helps shift students way of learning from being passive to being a more active and dynamic learning
experience. An appropriate and supportive teaching style increases students interest, enjoyment, engagement and
academic performance. Teachers who smile, have eye contact and relaxed body language, call students by name,
use humor and encourage students input and discussion are positively related to students state of motivation
(Christophel & Gorham, 1995).
The exact relationship between inquiry-based instruction, students attitudes towards science and teachers
support towards science achievement still needs to be studied, specifically regarding science in Malaysian primary
schools. The gender differences also seem to play a role in students science achievement. As such, there was a
need to study these relationships, as all three factors are prerequisite to sustain students science achievement.
 Arsaythamby Veloo et al. / Procedia - Social and Behavioral Sciences 93 (2013) 65 69 67

2.1. Research objectives

i. To determine the gender differences among year five students in science achievement.
ii. To identify which is the best predictor of inquiry-based instruction, students attitudes in science and
teachers support towards science achievement.

  

The subject of the study is year five students in a national primary school in a rural area of Kedah. The total
number of students is150 (70 males & 80 females). The three instruments used in this study followed a survey
format, with typical scoring on a three-point numeric Likert scale as follows:3 (always), 2 (sometimes) and 1
(never). Inquiry-based instruction was adapted from the Fundamental Abilities of Inquiry listed in the NSES
(NRC, 1996). The original questionnaire consisted of 16 items, but 6 items were excluded after the pilot study,
therefore 10 items remained. The survey asks students to identify the inquiry elements they experienced during
lessons. The attitudes toward science inventory instruments have been used effectively in several evaluation
studies of elementary science learning (Girod, 2001). The inventory measures four factors: affect, interest,
efficacy and identity. The original questionnaire consisted of 16 items, but after the pilot study, only 9 questions
remained. Wubble and Levy (1991) created a Questionnaire of Teacher Interaction (QTI) comprising of 48 items.
It is made available for students to review their own science teachers and their classroom instructions. Students
science achievement is the average score taken from the mid-term and final-term examination from year four
consisting of objective and subjective questions. Data for this study was obtained from year five students in a
national primary school in a rural area of Kedah. For real data collection, the researcher distributed the
questionnaires to the students personally. The researcher then explained the questionnaires. Students were given
adequate time to fill in the questionnaires. Data collected was analyzed using independent t-test and regression.

4. Research findings

Independent sample t-test was used to determine whether students science achievement differed significantly
according to their gender. Results showed a significant difference between the science achievement of males and
females (t(138)= -2.47, p< .05). More specifically, female students scored significantly higher (M=40.72,
SD=14.61) than males (M=34.15, SD=16.91) in science achievement (Table 1).

Table 1: Gender differences in science achievement

Gender N mean Sd df t p
Male 65 34.15 16.91 138 -2.47 .00*
Female 75 40.72 14.61
* p<.05(2-tailed)

Results also shows the results of the multiple regression analysis with science achievement as the dependent
2
variable. The regression model has a coefficient determinator R with an average value of 0.14. This indicates
that 14% of variance in science achievement can be explained jointly by the three variables; inquiry-based,
2
students attitudes and teachers support. F statistics, which test H o : R = 0 aresignificant (p < .05) for the
2
regression model, that is science achievement (R = 0.14; p < .05). This means that at least one regression
coefficient in each regression model differs significantly from zero. The t value for inquiry-based, students
attitudes and teachers support are significant contributors to science achievement. The findings of this study
indicate that students attitude is the best predictor (7.80%) for science achievement followed by inquiry-based
(3.80%) and teachers support (2.40%) (Table 2).
68 Arsaythamby Veloo et al. / Procedia - Social and Behavioral Sciences 93 (2013) 65 69

Table 2: Multiple regression analysis between inquiry-based, students attitude and teacher support toward science achievement
Science achievement
Variables Students Science Achievement Score
Unstandardized Standard Standardized Beta t p
Beta Error
Constant 76.74 18.09 4.24 .00
Inquiry 18.85 5.98 0.36 3.15 .00*
Attitude 14.99 4.10 0.42 3.66 .00*
Teacher Support 11.13 5.51 0.16 2.02 .05*
*p < .05

5. Discussion and implications

The results showed that female students performed better then male students in science achievement. This
finding is consistent with a study by Andre, Whigham, Hendrickson and Chambers (1999), which showed that
females out performed males in science. This indicates that female students put more effort into their studies and
are more consistent and serious than male students. This may be due to some indications which show that male
students are becoming the disadvantaged gender in schools, and that fewer male students are interested in
science.
There is a significant overall total effect of inquiry-based instruction on science achievement. A positive
relationship shows that the higher the inquiry-based instruction, the higher the science achievement of students.
The findings are consistent with those of Alouf and Bently (2003), Amaral et al. (2002), Jorgenson and
Vanosdall (2002) and Von Secker (2002), who found a positive relationship between inquiry-based instruction
and science achievement. Nuangchalerm and Thammasena (2009) added that students should be provided with
opportunities to appreciate and understand various forms of scientific inquiry. Inquiry can be embraced by
different approaches, ranging from structured inquiry to guided inquiry or open inquiry (Banchi & Bell, 2008).
Another finding of this study is the significant relationship between students attitudes towards science and
science achievement. The more positive the attitude is among students, the more the grade level increases. The
results of this study are also consistent with other studies. George(2006), Tan(2007), Aknipar et al.(2009) and
Alkan (2006) claimed that there is positive relation between students attitudes toward science and their academic
achievement. Students of this school have positive attitudes toward science that encourages them to be more
interested and ready to engage in science.
The results show a significant relationship between teachers support and science achievement. Teachers in
rural schools are very supportive. They listen, give encouragements and show empathy for students. They use the
pedagogical approach that is quite similar to the methods usually used in urban schools. Teacher rarely look at
students as a disadvantaged group and describe their teaching styles as equally demanding as the ones in urban
schools. Teachers who are well trained, have eye contact and relaxed body language, call students by name, use
humor and encourage students input and discussion are positively related to students state of motivation. The
results are also consistent with previous studies that show that teachers support will increase science achievement
among students (Christophel & Gorham, 1995; Meerah et al., 2010; Saat & Ismail, 2003).
In summary, the current study found inquiry-based instruction, students attitudes toward science and
teachers support to be associated with science achievement. As such, the present findings have some
contribution towards the teaching profession, such as recruitment and training. In addition, the present findings
also have an implication on the students learning orientation.

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