The effect of inquiry based instruction on the self-efficacy and achievement of sixth grade science students

The purpose of this study is to compare the effect of (level 2) structured and (level 3) guided inquiry based instruction on the self-efficacy and achievement of students in sixth grade science course. A quasi experimental design was used to investigate the change in the achievement and self-efficacy scores after participation in the different levels of inquiry based instruction. Two subject groups, each including 21 students, were selected for the study from a private school in Istanbul. One of the classes was instructed with (level 3) guided inquiry based instruction, the other class was instructed with (level 2) structured inquiry based instruction. The self-efficacy level and achievement in cell subject of each group were measured with the self-efficacy and achievement scales before and after three weeks of intervention. One way ANCOVA was used in the analyses of hypotheses. Inquiry based instruction of level 3 (guided inquiry) is found more effective in achievement whereas, there is no statistically significant difference between the groups in terms of their self-efficacy. Key Words: self-efficacy, inquiry based learning, inquiry based instruction, science education, scientific inquiry