Investigating the Influence of Inquiry-Based Learning Environments on Task Value, Self-Efficacy, and Enjoyment of Class

• In Event: Investigating K–12 Learning Environments

Abstract

The present study examined whether an inquiry-based learning environment was related to the value student placed on tasks, their beliefs about whether they would succeed, and their enjoyment of classes. A sample of 291 secondary school students (Cycle 2) in 12 all-girl classes responded to two surveys, one to assess their self-reports of task value, self-efficacy, and enjoyment and another to assess their perceptions of the inquiry-based learning environment. The results of structural equation modelling identified statistically significant relationships between the learning environment and task value. Further, the results suggest that task value mediates the role of the learning environment on reports of self-efficacy and enjoyment. Our findings indicate that an inquiry-based learning environment could enhance these important student outcomes.

Authors

• Jill M. Aldridge, Curtin University

• Jennifer Maree Robinson, Emirates College for Advanced Education

• Felicity McLure, Charles Darwin University