Inquiry-Based Chemistry Education in a High-Context Culture: a Qatari Case Study
MetadataShow full item record
This research took place within the context of ongoing educational reforms to promote inquiry-based science instruction and a desire to draw evidence to inform adoptions of western pedagogical practices in a high-context culture like Qatar. We report on the outcomes from Process Oriented Guided Inquiry Learning (POGIL) in a foundation chemistry course based on students’ achievement, their perceived learning gains, and their self-efficacy. The study utilized quantitative data obtained from normalized content tests and instruments to measure perceived learning gains and attitudes and experience. Qualitative data from open-ended student questionnaires were analyzed to cross-validate findings from the study. Positive effects of POGIL during fall (semester 1) and spring (semester 2) semesters were evidenced by (a) improved mean scores and medium to large effect sizes for content test results, perceived learning gains, and self-efficacy levels and (b) a positive correlation between the measures of perceived learning gains and self-efficacy. Students self-reported increased self-efficacy, interest, and better understanding of concepts using the POGIL method. Comparing fall and spring semesters, student reluctance and negative perceptions of the POGIL approach gradually diminished. Students were able to adapt easily to POGIL—a method of teaching that they had not experienced before but which was compatible with the high-context culture in which they live. In addition, this study reflects the current condition of science learning in Qatar, where the emerging outcomes of educational reforms play an important role in preparing local students to transition into higher education.
Showing items related by title, author, creator and subject.
Students' attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroomVishnumolakala, Venkat Rao; Southam, Daniel; Treagust, David; Mocerino, Mauro; Qureshi, S. (2017)This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two ...
Velayutham, Sunitadevi (2012)Students‟ motivational beliefs and self-regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower ...
Lopez, Michael (2012)Students’ perceived self-efficacy is an important factor in determining their educational success. Those with high self-efficacy are likely to engage readily in learning activities, and to persist with their studies in ...