The Collaborative Effort and Efficiency of Inquiry-Based Learning: Effect on the Teacher Performance – The Role of Student Performance

Introduction

Student activeness is a significant factor in teacher performance (Moybeka et al., 2023). Research explained that more proactive students have critical questions and need more examples and discussion during the lecture (Lee, et al., 2023; Saqr et al., 2023). Likewise, another study revealed that quality students asked logical questions and preferred various instances to their study to understand the topic leading the course to learn more about it (Jia et al., 2023. Research indicates that only regular and quality students have the most difficult questions during lessons (Antonietti et al., 2023). To clarify the query, the lecturer needs solid ground for a topic, or the subject, which is a teacher’s or lecturer’s continuous improvement (Howard, 2023; Sandberg & Fröjdendahl, 2023). A finding mentions that only poor and average students need an extension of assignments and have fewer questions leading to less progress in a lecture or teacher (Sloan et al., 2020). Although, teacher performance is directly impacted by students’ critical queries and their expectations (Rusticus et al., 2023). Student success gains are favourably associated with teaching experience throughout a teacher’s career (Reeves et al., 2022).

Although the aforementioned studies contributed significantly to developing and improving teacher’s performance, a few factors are not yet incorporated (Tseng et al., 2022). One of the factors is a collaborative effort that reveals the fundamentals of doing things united by a student. This applies to the student’s collaboration, hardship, and dedication to their education. These are key roles of students and needful action for success in life; therefore, they are imperative as variables in this study.

The efficiency of inquiry-based learning is not defined as the teaching technique process (Abdul et al., 2023). It enhances understanding by monitoring students’ study, daily education activity, and education tasks; moreover, assignment inquiry has not been studied in teaching pedagogy and teacher performance (Siantuba et al., 2023). Student performance defines the teacher’s performance, and this considers the fact that student performance as a mediator has not been identified yet (Glover et al., 2023). Student performance reflects the collaboration activity related to teachers’ daily education; the collaborative effect and student performance combination construct a strong correlation between learning and the development of interpersonal skills, thinking beyond the shell, and bright ideas that a teacher leads. Moreover, inquiry-based learning and student performances are on a parallel measurement scale that defines the teachers’ achievements during their teaching activities during class and has not been covered in teacher performance (Cai & Yang, 2023). Therefore, this study constructs the research questions and objectives based on the identified problem.