The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England
John Jerrim, UCL Institute of Education and Education Datalab, United Kingdom ; Mary Oliver, University of Nottingham, United Kingdom ; Sam Sims, UCL Institute of Education and Education Datalab, United Kingdom
Learning and Instruction Volume 61, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Inquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge directly from teachers. This approach to instruction is widely used among science educators in many countries. However, researchers and policymakers have recently called the effectiveness of inquiry approaches into doubt. Using nationally-representative, linked survey and administrative data, we find little evidence that the frequency of inquiry-based instruction is positively associated with teenagers’ performance in science examinations. This finding is robust to the use of different measures of inquiry, different examinations/measures of attainment, across classrooms with varying levels of disciplinary standards and across gender and prior attainment subgroups.
Jerrim, J., Oliver, M. & Sims, S. (2019). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction, 61(1), 35-44. Elsevier Ltd.