Running head: INQUIRY BASED LEARNING 1

Research Proposal

Inquiry Based Learning

Adam Brody, Liz Jensen, Madeleine Lee, Shayla Mangat

University of British Columbia

ETEC 500 (65D), Dr. Janet Mccracken, April 8, 2017

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Abstract

Inquiry-based curriculum was implemented by the BC Ministry of Education to better

engage students in learning and prepare students with the skills and competencies needed in life.

The redesign of curriculum will require time and exploration to determine its effective use in

education. The proposed longitudinal study will review and analyze the impact of inquiry-based

learning in grade 4 and grade 7 students in British Columbia, based on the numeracy part of the

Foundation Skills Assessment results. The study will look at four types of results from two main

groups: Group A - FSA results when teachers utilizes inquiry strategies in their lessons, and,

Group B - FSA results when teachers who do not utilize inquiry strategies in their lessons.

Within each group, the FSA results will be separated based on grade levels. Short-term and long-

term findings will show a positive impact of academic scores as a result of inquiry-based

learning curriculum.

Background

The BC Ministry of Education implemented a redesigned inquiry-based curriculum to

better engage students in learning and to foster necessary skills and competencies in students.

The curriculum was launched in September 2016 and has yet to be fully embraced by educators.

Through a longitudinal study, which will examine and describe the effects of inquiry-based

learning on student achievement on a standard numeracy examination, findings can be used to

evaluate the changes in BC’s curriculum. This quantitative study sets out to determine whether

there is a difference in measured student achievement (1) between students who are exposed to

inquiry and those who are not, and (2) between grade 4 students on the numeracy exam at their

grade level and grade 7 students on a similar exam at their grade level.
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Key concepts:

Inquiry-based learning: an approach to teaching and learning in which the classroom

environment is characterized by the student being the active participant while the teacher’s role

is decentralized.

Achievement: academic performance outcome on a standard numeracy exam

Numeracy exam: Foundation Skills Assessment

Theoretical framework and Literature review

Literature review of inquiry-based learning (IBL) practices, student motivation and

information literature studies conducted between 1989 and 2016, found that IBL strategies create

a positive impact in supporting learning (Buchanan, Harlan, Bruce and Edwards, 2016). Of the

different IBL characteristics, a learner’s ownership of the problem and the teacher’s support were

the key factors to success (Buchanan et al., 2016).

One method of student engagement is the utilization of Information and Communication

Technologies (ICT), a practice that has expanded in today’s education and society. Technology

provides students the opportunities to effectively access a wide array of information and apply it

to learning. Game-based learning is a well-known inquiry based teaching strategy, especially in

mathematic, and has proven to elicit student engagement (Stone & Hamann, 2012). Chu, Tse and

Chow (2011) examined the development of information literacy and information technology

skills among primary students and found that collaborative teaching and IBL approach helped

students improve their information literacy and information technology skills. In the same study

(Chu et al., 2011) it was concluded that students with higher academic abilities seem to have

made greater improvements than those with lower academic abilities. Results from Kogan, M. &

Lauren, S. L, study showed that IBL students’ grades were significantly better than their non-
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IBL peers (2014, p.190). Although there are educational and long-term benefits to IBL for some

groups, additional research is required to better understand the long-term benefits to students

(Kogan & Laursen, 2014).

Within education, Chu (2008) observed that collaboration between teachers on

implementing IBL equipped students with the skills necessary to conduct projects. Student’s

skills were significantly enhanced in the progress when the teachers and parents took a

supporting role in the process and consequently, students who participated in IBL received a

higher quality in their final projects than students of the previous years (Chu, 2008). Greenman,

Bodovski and Reed;s (2011) examination of education-related parental practices and children’s

academic achievement in mathematics, concluded that educational practices implemented by

parents, when their children were in kindergarten, resulted in higher mathematical achievement

by the time the students completed grade five (Greenman et al., 2011). These ‘educational

parental practices’ included IBL opportunities such as dance lessons, fine arts programs and

sports activities, accompanied with trips to the library, zoo and museum (Greenman, et al., 2011,

p. 8).

Analysis by Buchanan et al. (2016) led us to hypothesize that students who are exposed

to IBL strategies in primary and intermediate grades will have different academic outcomes

compared to students in traditional learning practices. To expand the findings, our research will

explore the impact of IBL practices in primary and intermediate school students. Our 2nd

hypothesis relates to Cleary and Chen (2009) investigation on how student self-regulation

differed from grade levels, achievement groups, and math-course-type. Students at the seventh

grade level used less regulatory strategies than their younger peers. Students in more advanced

learning courses also reported to have a higher use of regulatory strategies (Cleary & Chen,
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2009, p. 307). The study also observed that students who participated in “high” self-regulated

classrooms displayed more characteristics of self-directed learners. This is in contrast to students

who participated in “lower” self-regulated classrooms. These students relied on more teacher

regulation of their writing time and resources and did not frequently engage in self-monitoring

and reflection (Cleary & Chen, 2009, p. 311).

Looking beyond a student, K-12 science and mathematics’ teachers beliefs and their use

of IBL are explored in Marshall’s (2006) quantitative study. Educators reported a great desire to

use IBL in the classroom, but factors such as, student grade levels, content taught, support of IBL

and self-efficacy for inquiry instruction affected the percentage of time teachers actually and

ideally devote to inquiry (Marshall, 2006, p.592). The articles generally speak to the benefits of

IBL in a primary classroom. The research done in each of the reviewed literature varies, and

provides us as researchers, with data from different points of view specific to the community.

This study will broaden previous findings, which could modify learning practices and/or

perception of IBL curriculum for different groups.

Description of Methods

Participants

Public school teachers from the Lower Mainland School Districts of British Columbia

will be recruited for this study. Inclusion criteria specifies that participants teach mathematics at

either grade four or seven, on a full-time basis.

Instruments

The Foundation Skills Assessment (FSA) is an annual province-wide assessment of

British Columbia students' academic skills in grades 4 and 7 that is conducted in February (BC

Ministry of Education, 2017). This assessment is used to evaluate instruction and learning
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overtime and is comprised of numeracy and literacy sections. For the purpose of this study, we

will only be considering the results on the numeracy section of the FSA completed in 2017-2027.

Procedure

British Columbia teachers from school districts in the Lower Mainland, who teach either

grade 4 or 7 students, will be randomly selected to participate in a study that investigates the

effects of inquiry based learning strategies on the academic achievement of students on the

numeracy section of the Foundation Skills Assessment. Once selected, participants will be

emailed a questionnaire through the district email servers along with a cover letter describing the

purpose of the study. Participants will be asked to complete a questionnaire that will inquire

about the teaching strategies they use for mathematics. Questions will be formatted in Likert-

type questions: for example, “How often do you use ‘inquiry-based learning’ during your

instructional time?” and “How often do you use generic worksheets during your instructional

time? 1 - Less than once a month, 2 - once a month, 3 - two to three times per month, 4 - one

to two times per week, 5 - More than twice a week.” For each grade level, selected participants

will be placed into one of two groups. Group A will be comprised of teachers who currently

utilize inquiry strategies in their lessons. Group B will be composed of teachers who do not

utilize inquiry strategies in their lessons. The selection and placement of participants will be

based upon the information provided on the questionnaire. On an annual basis, the FSA results

from both groups will be collected and reviewed.

Data analysis

Descriptive statistics that review scores of 50 students from each group and each grade

level (total 200 students) will be analyzed each year and over a 10-year study.

1. Group A, grade 4 and Group B, grade. 4

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2. Group A, grade 7 and. Group B, grade 7

3. Group A, grade 4 and Group A, grade 7

4. Group B, grade. 4 and Group B, grade 7

The compared scores will be based upon the scoring rubric, which is typically graded by

fellow educators. The scoring rubric focuses on concepts and applications, strategies and

approaches, accuracy and representation and communication (Foundation Skills Assessment, pg.

10 - 13).

Description of data sources

The main source of data will be from a standardized test in the form of the British

Columbia based assessment, the Foundation Skills Assessment. The tests are simple to score and

provide a comprehensive measurement of student achievement in mathematics.

Results and conclusions

The expected results are unknown. It is hoped that this study will provide greater

understanding on the outcomes of inquiry-based learning in grade four and grade seven

classrooms. There are potential extraneous factors that may influence the results of the study,

specifically the limitations of our quantitative design approach. The findings of this study rely

on student achievement on the Foundation Skills Assessment. Participant biases towards the

assessment tool may influence their approach to preparing students. Future investigations,

significance of findings, and researcher biases will be discussed to support future research.

Educational significance

The educational significance of this study is vast in many ways. Through inquiry based

learning, students will be more successful in learning and in turn be able to conceptualize

information clearly. IBL or inquiry based learning has been around for many years, however, is
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not reflected in province wide testing. Our hope for this research study is to see that students will

be more comfortable and successful in their learning and knowledge through IBL. There are

many educational pedagogies that promote successful learning, however in recent years inquiry

based learning has become more popular, including the development of inquiry based learning

schools. As of recent, the BC curriculum underwent changes, which reflected in the popularity,

and success of inquiry based learning in the classroom. For example the core competencies

included in the new curriculum focus on assessment that relies heavily on the student. Self-

assessment and deeper learning is emphasized (BC Ministry of Education, 2017). As educators,

we are responsible in IBL to teach students to ask better questions and therefore learn more

wholly. “Teachers model how to contribute and extend ideas, how to question and how to carry

out an investigation of one’s ideas or theories” (Capacity Building Series, p. 2). In relation to our

study, we hope to find a connection between teaching through inquiry and success in

mathematics. The hope is that students will gain knowledge as they discover how to solve

problems on their own, “Through hearing others’ perspectives, students come to a better

understanding of their own ideas and approaches to questions and problems” (Capacity Building

Series, p. 2). Therefore, not only do students discover ways to problem solve on their own, they

share their ideas and hopefully come up with new strategies. The concept is essentially student

driven and teachers are facilitators.

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References

Buchanan, S., Harlan, M. A., Bruce, C., & Edwards, S. (2016). Inquiry based learning models,

information literacy, and student engagement: A literature review. School Libraries

Worldwide, 22(2), 23-39. doi:10.14265.22.2.03

Chu, S. K. W., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project-

based learning to help primary school students develop information literacy and

information skills. Library and Information Science Research, 33(2), 132-143.

doi:10.1016/j.lisr.2010.07.017

Chu. (2008). Grade 4 students' development of research skills through inquiry-based learning

projects. School Libraries Worldwide, 14(1), 10; 10. Retrieved from:

http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/detail/detail?sid=c0202b1c-

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Cleary, T. J., & Chen, P. P. (2009). Self-regulation, motivation, and math achievement in

middle school: Variations across grade level and math context. Journal of School

Psychology, 47(5), 291-314. doi:10.1016/j.jsp.2009.04.002

Foundation skills assessment: Sample Scoring Rubrics. (2001). Victoria: British Columbia

Ministry of Education.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf

Greenman, E. (2009). Neighborhood characteristics, parental practices and children’s math

achievement in elementary school. Social Science Research, 40(5), 1434; 1434-1444;

1444. Retrieved from:

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http://www.sciencedirect.com.ezproxy.library.ubc.ca/science/article/pii/S0049089X1100

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Kogan, M., & Laursen, S. L. (2014). Assessing Long-Term Effects of Inquiry-Based Learning: A

Case Study from College Mathematics. Innovative Higher Education, 39(3), 183-199.

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Marshall, J. C. (2006). K-12 science and mathematics teachers’ beliefs about and use of inquiry

in the classroom. International Journal of Science and Mathematics Education, 7(3), 575;

575-596; 596. Retrieved from: https://link-springer-

com.ezproxy.library.ubc.ca/article/10.1007%2Fs10763-007-9122-7

Stone, J., & Hamann, E. (2012). Improving elementary american indian students' math

achievement with inquiry-based mathematics and games. Journal of American Indian

Education, 51(1), 45-66. Retrieved from:

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