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Dissertation abdullatir.1 111618slh.pdf (5.42 MB)

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Teachers’ Perceptions and a Researcher’s Observations toward Implementing Inquiry-based Instructional Approaches

Abdul Latir, Siti Shuhaidah
http://orcid.org/0000-0002-0847-7108
http://rave.ohiolink.edu/etdc/view?acc_num=osu1542568221355484

Abstract Details

2018, Doctor of Philosophy, Ohio State University, Agricultural and Extension Education.
Grady, Dolan, and Glasson (2010) suggested that agricultural science teachers have not had opportunities to learn agricultural science through inquiry or to conduct scientific inquiries as classroom methodology. Professional development programs, such as the Curriculum for Agricultural Science Education (CASE), provide education for improving agricultural science teachers’ attitudes and practices towards inquiry-based instructional approaches. The purpose of this study was to create and test a framework that can be used to describe national first-time CASE agricultural science teachers’ perceived level of importance regarding inquiry-based instructional approaches, their experiences in teaching using inquiry-based instructional approaches, experiences in learning using inquiry-based instructional approaches, perceived student outcomes when teaching using inquiry-based instructional approaches, and perceived barriers to teaching using inquiry-based instructional approaches. In addition, Ohio first-time CASE agricultural science teachers were also studied regarding implementation of inquiry-based instructional approaches, the types of questions asked the cognitive level at which they asked questions, and the cognitive level at which agricultural science students asked questions during the implementation of inquiry-based instructional approaches. Seven instruments were used in the study to describe the research objectives. Secondary agricultural science teachers perceived inquiry-based instructional approaches as important and had experience in teaching and learning using inquiry-based instructional approaches. Secondary agricultural science teachers agreed that: inquiry-based instructional approaches develop students’ critical thinking skills and that time availability was the barrier to teaching using inquiry-based teaching approaches. In addition, teachers’ perceived level of importance and perceived barriers were positively correlated to their perceived student outcomes when teaching using inquiry-based teaching approaches. Teachers experience in learning using inquiry-based approaches was correlated to their experience in teaching using inquiry-based instructional approaches. Frequency of use of inquiry-based instructional techniques was positively correlated to cognitive level of teacher discourse, and negatively correlated to cognitive level of teachers’ questions and cognitive level of students’ questions. Cognitive level of teacher discourse was positively correlated to cognitive level of teachers’ questions and cognitive level of students’ questions. There were observable evidences of implementation of inquiry-based instructional approaches where teachers created opportunities for students to practice critical thinking, but often underutilized students’ contributions in their class sessions. After attending the CASE program, secondary agricultural science teachers had an increased positive perception of level of importance, experience in teaching, and perceived students’ outcome when teaching using inquiry-based instructional approaches. In addition, even though teachers were teaching using inquiry-based instructional approaches, they were asking questions at lower cognitive levels while students were asking questions at lower cognitive levels. The framework created and tested in this study is appropriate for studying the characteristics of inquiry-based instructional approaches and the relationship between inquiry-based characteristics and cognitive levels of teaching and learning. Therefore, further research is proposed in which the framework will be used with larger populations as a means for studying the implementation of inquiry-based techniques and its relationship to cognitive levels of teaching and learning.
Susie Whittington M., Dr. (Advisor)
Caryn Filson M., Dr. (Committee Member)
Scott Scheer D., Dr. (Committee Member)
Zirkle Christopher J., Dr. (Committee Member)
212 p.
Agricultural Education; Education; Secondary Education
Inquiry-based; Instructional approaches; Secondary agricultural science teachers; CASE

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Citations

  • Abdul Latir, S. S. (2018). Teachers’ Perceptions and a Researcher’s Observations toward Implementing Inquiry-based Instructional Approaches [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542568221355484

    APA Style (7th edition)

  • Abdul Latir, Siti Shuhaidah. Teachers’ Perceptions and a Researcher’s Observations toward Implementing Inquiry-based Instructional Approaches . 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1542568221355484.

    MLA Style (8th edition)

  • Abdul Latir, Siti Shuhaidah. "Teachers’ Perceptions and a Researcher’s Observations toward Implementing Inquiry-based Instructional Approaches ." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542568221355484

    Chicago Manual of Style (17th edition)

osu1542568221355484
381
© 2018, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.