The relationship of inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement

Science is studied in various ways. There is no one way set that all students learn science. The purpose of this quantitative study is to seek the relationship between inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement. It also l...

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Main Author: Vigneswary, M.Ramachandaramurthy
Format: Thesis
Language:eng
eng
Published: 2011
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Online Access:https://etd.uum.edu.my/4833/1/s806224.pdf
https://etd.uum.edu.my/4833/2/s806224_abstract.pdf
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id my-uum-etd.4833
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institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
advisor Veloo, Arsaythamby
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Vigneswary, M.Ramachandaramurthy
The relationship of inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement
description Science is studied in various ways. There is no one way set that all students learn science. The purpose of this quantitative study is to seek the relationship between inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement. It also looks at the gender differences in science achievement. This study was done among 149 students in a national primary school in a rural area in Kedah. Questionnaires were given to 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, student's attitudes toward science and teacher's support significantly influence science achievement among year five students. Implications and future direction of studies were also discussed.
format Thesis
qualification_name masters
qualification_level Master's degree
author Vigneswary, M.Ramachandaramurthy
author_facet Vigneswary, M.Ramachandaramurthy
author_sort Vigneswary, M.Ramachandaramurthy
title The relationship of inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement
title_short The relationship of inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement
title_full The relationship of inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement
title_fullStr The relationship of inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement
title_full_unstemmed The relationship of inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement
title_sort relationship of inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement
granting_institution Universiti Utara Malaysia
granting_department College of Arts and Sciences (CAS)
publishDate 2011
url https://etd.uum.edu.my/4833/1/s806224.pdf
https://etd.uum.edu.my/4833/2/s806224_abstract.pdf
_version_ 1747827811075227648
spelling my-uum-etd.48332016-04-28T00:47:26Z The relationship of inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement 2011 Vigneswary, M.Ramachandaramurthy Veloo, Arsaythamby College of Arts and Sciences (CAS) College of Arts and Sciences LB Theory and practice of education Science is studied in various ways. There is no one way set that all students learn science. The purpose of this quantitative study is to seek the relationship between inquiry-based instruction, student's attitudes toward science and teacher's support towards science achievement. It also looks at the gender differences in science achievement. This study was done among 149 students in a national primary school in a rural area in Kedah. Questionnaires were given to 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, student's attitudes toward science and teacher's support significantly influence science achievement among year five students. Implications and future direction of studies were also discussed. 2011 Thesis https://etd.uum.edu.my/4833/ https://etd.uum.edu.my/4833/1/s806224.pdf text eng validuser https://etd.uum.edu.my/4833/2/s806224_abstract.pdf text eng public masters masters Universiti Utara Malaysia Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N.G., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88, 397-419. Abdullah, S., & Abbas, M. (2006). The Effects of Inquiry- Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding. Malaysian Online Journal of Instructional Technology (MOJIT), 3(2), 1-16. 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