Welcome to the InfoSci Platform
An Analysis of Inquiry-Based Learning and Its Impact in a Middle School Social Studies Classroom

An Analysis of Inquiry-Based Learning and Its Impact in a Middle School Social Studies Classroom

Ashley Penney
Copyright: © 2023 |Pages: 23
ISBN13: 9781668487372|ISBN10: 1668487373|ISBN13 Softcover: 9781668487419|EISBN13: 9781668487389
DOI: 10.4018/978-1-6684-8737-2.ch017
Cite Chapter Cite Chapter

MLA

Penney, Ashley. "An Analysis of Inquiry-Based Learning and Its Impact in a Middle School Social Studies Classroom." Closing the Educational Achievement Gap for Students With Learning Disabilities, edited by Florence Nyemba and Rufaro Audrey Chitiyo, IGI Global, 2023, pp. 357-379. https://doi.org/10.4018/978-1-6684-8737-2.ch017

APA

Penney, A. (2023). An Analysis of Inquiry-Based Learning and Its Impact in a Middle School Social Studies Classroom. In F. Nyemba & R. Chitiyo (Eds.), Closing the Educational Achievement Gap for Students With Learning Disabilities (pp. 357-379). IGI Global. https://doi.org/10.4018/978-1-6684-8737-2.ch017

Chicago

Penney, Ashley. "An Analysis of Inquiry-Based Learning and Its Impact in a Middle School Social Studies Classroom." In Closing the Educational Achievement Gap for Students With Learning Disabilities, edited by Florence Nyemba and Rufaro Audrey Chitiyo, 357-379. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8737-2.ch017

Export Reference

Mendeley
Favorite

Abstract

This study focused on inquiry-based learning and its impact on student engagement, motivation, and achievement levels within a middle school social studies classroom. There is little data on the use and impact of inquiry-based learning within lower grade levels. This study hopes to provide some insight on the possible use and benefits of this strategy with young students. Gains were seen across the three areas of achievement, engagement, and motivation; however, further study would provide more insight into the true effectiveness of inquiry-based learning techniques within younger age groups. If this set of student-centered strategies is found to be effective at increasing higher-order thinking skills and standardized test scores, schools might need to look into restructuring their day to allow students with the ability to move at a pace that is more beneficial to them. The students would also work on developing and honing key skills that could be used beyond the classroom and benefit them within any career of their choosing.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.