Comparison of Student Achievement Using Didactic, Inquiry-Based, and the Combination of Two Approaches of Science Instruction

Abstract

Science educators and administrators support the idea that inquiry-based and didactic-based instructional strategies have varying effects on students’ acquisition of science concepts. The research problem addressed whether incorporating the two approaches covered the learning requirements of all students in science classes, enabling them to meet state and national standards. The optimal teaching method, didactic (teacher-directed), inquiry-based, or a combination of two approaches instructional method, becomes essential if students are to discover ways to learn information. Locally, the results indicated greater and statistically significant differences in standardized laboratory scores for students who were taught using the combination of two approaches. Based on these results, biology instructors will gain new insights into ways of improving the instructional process. Social change may occur as the science curriculum leadership applies the combination of two instructional approaches to improve acquisition of science concepts by biology students.