Effect of inquiry training model on scientific creativity and achievement in science in relation to interest in science

Abstract

The present study titled Effect of inquiry training model on scientific creativity and achievement in science in relation to interest in science provides a comprehensive study on the effectiveness of the Inquiry Training Model in teaching science to 7th-grade students. The study is experimental in nature. The pre-test-post-test equivalent group design was employed. The 2x2 factorial designs were used to evaluate the combined effect of two or more than two independent variables. There were two groups: experimental group and control group. Experimental group was exposed to Inquiry Training Model and Control group was exposed to Traditional Teaching Method. The quasi-experimental non- randomized control group, pretest-posttest design was used. In phase I, the experimental and control groups were labeled randomly. These two groups were matched on the variables of interest in science and intelligence as intelligence. The pre-test on scientific creativity and achievement in science was administered on both the groups and analysed to ensure that two groups did not differ significantly on the variable of scientific creativity and achievement in science before conducting the experiment. In phase II, the experimental group was given treatment by teaching through inquiry training model whereas control group was taught through traditional teaching method. In phase III, the post-test on the variable of achievement in science was administered on both the groups. The difference between scores ofpost-test and pre-test scores (gain scores) were compared. The study was conducted on a sample of 200 students of 7th class of Fazilka district with 100 students in experimental group and 100 students in control group. The Inquiry Training Model, developed by Richard Suchman, was used to teach the experimental group, while the control group was taught using the Traditional Method. The experimental group was taught through the Inquiry Training Model for 30 days, while the control group was taught using the Traditional Method.