Implementation of Self-Regulatory Instruction Based on a Guided Inquiry Approach in 11th-Grade Chemistry Class

• In Event: Roundtable Session 26
  In Roundtable Session: Instructional Approaches and Intervention Programs Designed to Promote Optimal Academic Performance

Abstract

This study was conducted to investigate the effectiveness of self-regulatory instruction (SRI) based on guided inquiry approach on 11th grade students’ academic achievement in solubility equilibrium and acid-base units, perceived motivation, and use of learning strategies. The experimental group (n=38) was taught with SRI, while the control group (n=40) was instructed with the traditional method. Goal Orientations Scale, High School Chemistry Self-Efficacy Scale, Cognitive and Metacognitive Strategies Scale, and Chemistry Achievement Test were employed before and after the treatment to both groups. Two separate repeated Multivariate Analysis of Variance (MANOVA) was run: One for motivational variables and another for cognitive variables. Significant effect was found for two self-efficacy variables and achievement. Implications for practice and further research are provided.

Authors

• Cansel Kadioglu, Gaziosmanpasa University

• Esen Uzuntiryaki Kondakci, Middle East Technical University