The Application of place-based Inquiry Approach on Grade 6 Bhutanese Students in Learning Environmental Science
DOI:
https://doi.org/10.14456/jli.2020.1Keywords:
Place-based Education, Inquiry-based Learning, Environmental Education, Application, LearningAbstract
This study investigated the improvement of students’ learning achievement and their opinion on the use of place-based inquiry as an instructional strategy in the classroom in learning environmental science. A total of 39 Grade 6 students from one of the rural schools in Eastern Bhutan were involved in the study as a research participant. The researcher used the mix-methods approach to explore the study. One group pretest-posttest research design was adopted by the researcher. The group was instructed using the place-based inquiry approach for 4 weeks. The researcher used achievement test consisting of 20 items which were administered as the Pretest/Posttest to investigate the students’ improvement in learning achievement with the use of PBI approach. Students’ reflective journals and students’ presentation on exhibition were administered to study the participants’ opinions on PBI as an instructional strategy in learning environmental science. As for data analysis, paired sample t-test was used for the analysis of the achievement test. The mean score of the pretest was 9.21 and the posttest score was 14.64. The data revealed a mean difference of 5.42. The effect size based on Cohen’s d showed 1.67 which was very large effect size. The result showed a significant value of p=0.01 (<0.05), thus confirming the effectiveness of PBI approach in improving student learning achievement. Qualitative analysis on reflective journals and exhibition presentations were done through content analysis and the data revealed a positive opinion about the use of PBI approach in teaching and learning.
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