Implementation of self-regulatory instruction based on guided inquiry approach to promote students' achievement in solubility equilibrium and acids and bases, motivation, and learning strategies

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Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2014

Öğrenci: CANSEL KADIOĞLU

Danışman: ESEN KONDAKÇI

Özet:

The current study explored how the self-regulatory instruction (SRI) based on guided inquiry approach affect 11th grade students’ achievement in Solubility Equilibrium and Acids and Bases, motivation, and learning strategies compared to traditionally-designed chemistry instruction. In addition, the self-regulatory processes in which students engaged and the development of these processes over the course of the study were examined. Eleven dependent variables related to the three dimensions of SRL (motivation, cognition, and metacognition) were studied under two categories. Motivational variables included mastery-approach goal orientation, mastery-avoidance goal orientation, performance-approach goal orientation, performance-avoidance goal orientation, chemistry self-efficacy for cognitive skills, and self-efficacy for chemistry laboratory. On the other hand, cognitive variables involved achievement in Solubility Equilibrium and Acids and Bases, and rehearsal, elaboration, organization and metacognitive self-regulation strategies. Mixed Methods Design was employed: Nonrandomized Control Group Pretest-Posttest Design as a Type of Quasi Experimental Design was utilized as a Quantitative Method and Case Study was utilized as a Qualitative Method. Totally 78 students participated in the study: 38 students in the experimental group and 40 students in the control group. Quantitative data were collected using Solubility Equilibrium and Acids and Bases Test, Goal Orientation Scale, High School Chemistry Self-Efficacy Scale, and Cognitive and Metacognitive Strategies Scale. The instruments were administered as pre-tests before the intervention and as post-tests after the intervention. Additionally, four students from each classroom were selected as focal students using maximum variation sampling method. Interviews, journals, and think aloud protocols were used as qualitative instruments. Two separate mixed Multivariate Analyses of Variance were run to analyze the quantitative data: one for motivational variables and another for cognitive variables as dependent variables. In terms of motivational variables, results of quantitative and qualitative analyses revealed that SRI supported development of students’ self-efficacy beliefs; especially their self-efficacy beliefs for chemistry laboratory. Regarding cognitive variables, an improvement in students’ achievement was observed in favor of experimental group; however, its effect was less compared to self-efficacy beliefs. Although, quantitative analyses did not yield any significant difference among groups in terms of the use of cognitive and metacognitive strategies, analyses of think aloud protocols revealed that students in the experimental group used more cognitive and metacognitive strategies and in turn showed higher academic performance