102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

Assessment Task
LITERATURE REVIEW AND DATA COLLECTION PROTOCOL
Overarching topic: How does Inquiry Based Learning affect student engagement in different

curriculum areas across Stage 4 in Western Sydney Secondary schools.

Sub-topic: “What are science teachers’ beliefs and perspective about implementing inquiry-based

learning as a form of student engagement across Stage 4 Science”

Part A: Literature Review

In this modern era, the research gathered has shown inquiry-based learning (IBL) to be the innovative

approach that is key to increasing student motivation, positive attitude towards learning and overall student

engagement. IBL has been around for over 40 years (Wheatley, 2018). However, the move towards IBL has

increased in the last two decades as a sizeable amount of research pinpoints students as active learners in

the learning process. Therefore, increasing student achievement, thinking critical skills, which in turns creates

a positive attitude towards Science (Anderson, 2007). However, research linking student engagement as a

direct result of inquiry-based learning is limited. Student performance and participation is greatly influenced

by engagement within the classroom. “Traditional approaches to science education lacklustre, as students

sit through class and not absorb any of the information” (Wheatley, 2018, p. 2). Therefore, due to the high

level of participation and engagement that is required for IBL, students are more inclined to take on new

knowledge. IBL is seen as a student-centred way of learning, as students are given the tools to develop their

own questions, interpret data, communicate results and work collaboratively; (De Jong, 2006). In a study by

Dorier and García (2013) they define the aim of IBL as providing students with an appropriate environment

to adopt critical inquiry and problem-solving capacities.

The purpose of this literature review is to further examine research on what teachers’ beliefs and perspectives

are on the implementation of IBL within their classrooms, specifically in regard to engagement. This is best

achieved by discussing teachers views on IBL and their beliefs but also discussing the barriers present when

teachers adopt an inquiry-based approach.

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

A study conducting by Silm, Tiitsaar, Pedaste, Zacharia & Papaevripidou (2017) examined teachers’

readiness to use IBL in Science, Technology, Engineering and Mathematics (STEM) classrooms and they

found that despite the notion to push IBL, teachers are hesitant in implementing this approach. Silm et al.,

(2017) use the term teacher efficacy in relation to teachers’ readiness to use IBL; they define the term teacher

efficacy as “a judgment of his or her capabilities to bring about desired outcomes of student engagement and

learning, even among those students who may be difficult or unmotivated” (p. 316). The notion of teacher

efficacy and the confidence to implement IBL was also present in another study conducted by McKeown,

Abrams, Slattum and Kirk (2016); as they explore the effects of on ongoing professional development

programs to increase teacher efficacy in relation, to developing skills and content knowledge in science and

to implement IBL successfully. Both studies made strong connections between increasing teachers’

perspectives on implementing IBL and providing teacher training aimed at improving teachers’ knowledge

and attitudes towards IBL (Silm et al., 2017; Mckeown et al., 2016). However, Mckeown et al., (2016) in

comparison to Silm et al., (2017) failed to mention any barriers that might influences teacher’s perspective

towards not implementing IBL as a form of student engagement. Silm et al., (2017) explores three types of

barriers that teachers need to overcome to implementing IBL successfully: technical, political and cultural.

Technical barriers being “prior commitment to textbooks, challenges of assessment and managing group

work; where political barriers concern, parental resistance, lack of resources or any unresolved conflicts

between teachers” and finally, the cultural barriers which result from a teachers’ personal beliefs and values

and overall commitment to prepare students for the next level of education” (p. 316). The study further

provides some examples of cultural barriers that further highlight how teacher’s perspectives can influence

the implementation of IBL; and how teacher’s overall belief of inquiry-based approaches is used as a tool to

increase student engagement in a Stage 4 Science classroom.

Similarly, a study conducted by Ramnarain and Hlatswayo (2018) focused on the teacher beliefs and attitudes

about IBL in a rural school district in South Africa; they found that teachers sampled from the rural district

who teach physical science had a positive attitude towards IBL and “they recognise the benefits of inquiry,

such as addressing learner motivation, and supporting learners in the understanding of abstract science

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

concepts” (p. 6). However, Ramnarain and Hlatswayo (2018) found that teachers did not lack the confidence

to teach IBL but in fact, “it is the presence of extrinsic contextual factors, such as the prescriptiveness of the

curriculum, content-based examinations, flexibility of the timetable, availability of resources, and class size”

(p. 6), that changes teachers perspective on implementing IBL. This interaction between teachers’ beliefs on

IBL and their belief about what is achievable in the scope of reality with limited resources and time constraints

is in agreeance with research undertaken by Wallace and Kang (2004) on science teachers in the United

States. Here they found that the belief system held by teachers on the implementation of IBL was competing

with two separate barriers. The first barrier aligns with the first study by Silm et al., (2017) being the cultural

constraints, “in that belief about students, efficiency, rigor, and exam preparation override inquiry

implementation” (Wallace and Kang, 2004, p. 957). The second barrier aligns with the studies done by Silm

et al., (2017) and Mckeown et al., (2016), in regard to the lack of teacher confidence in implementing IBL,

“teachers may struggle to reconcile their own learning goals for their students with the culturally mandated

learning goals” (Wallace and Kang, 2004, p. 958). Thus, these competing beliefs held by the teachers are

placing the constraints on the implementation of IBL as a form of student engagement, this disparity between

these beliefs sets has resulted in the tension between the perceived value of inquiry and the willingness to

implement.

This presence of external pressure also aligns with the research undertaken by Shao (2018) on the

educational system in China facing the same ordeal. “Chinese science education still limits the utilisation of

inquiry-based learning and students’ creativity development” (Shao, 2018, p.36). This study highlights the

pressure placed on teachers by the significance placed on standardised testing by government and to ensure

teachers are creating classrooms where students achieve high marks. As a result of this extra pressure, the

teacher’s belief on implementing IBL is questioned. “Teachers are confused by what should be measured

and how to evaluate students’ learning in the process of students’ investigations” (p. 19), through the IBL

approach. This study does point out that teachers believe that implementing IBL as a form of student

engagement is beneficial and students are able to think critically and creatively. However, the demands of

IBL hinder the implementation as, “teachers complained of insufficient apparatus and chemistry teachers are

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

suffering from the lack of various chemical agents” (p. 24). As a results teacher tend to teach ‘inquiry-based’

activities through the means of a textbook and not really experiencing the full potential of IBL.

Reference:

Anderson, R. D. (2007). Inquiry as an organizing theme for science curricula. In: S.K. Abell & N.G.
Lederman (Eds.), Handbook of Research on Science Education. (pp. 807- 830). New York:
Routledge.

Dorier, J., & García, F. (2013). Challenges and opportunities for the implementation of inquiry-based
learning in day-to-day teaching. ZDM Mathematics Educations, 45(6), 837-849. doi:
10.1007/s11858-013-0512-8

de Jong, T. (2006). Technological advances in inquiry learning. Science, 312(5773), 532-533.

http://dx.doi.org/10.1126/science.1127750

McKeown, T. R., Abrams, L. M., Slattum, P. W., & Kirk, S, V. (2016). Enhancing teacher beliefs through an
inquiry-based professional development program. Journal of Education in Science, Environment
and Health, 2(1), 85-97. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5931731/#R13

Ramnarain, U., & Hlatshwayo, M. (2018). Teacher Beliefs and Attitudes about Inquiry-Based Learning in a
Rural School District in South Africa. South African Journal of Education, 38(1), 1-10. doi:
10.15700/saje.v38n1a1431

Silm, G., Tiitsaar, K., Pedaste, M., Zacharia, Z., & Papaevripidou, M. (2017). Teachers' readiness to use
inquiry-based learning: An investigation of teachers' sense of efficacy and attitudes toward inquiry-
based learning. Science Education International, 28(4), 315-325. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1161535.pdf

Shao, X. (2018). The analysis of the limitations which hinder inquiry-based learning and students’ creativity
development in Chinese science education. Major Papers, 31, 1-53. Retrieved from
https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1033&context=major-papers

Wallace, C., & Kang, N. (2004). An investigation of experienced secondary science teachers' beliefs about
inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41(9),
936-960. doi: 10.1002/tea.20032

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

Wheatley, K. (2018). Inquiry-based learning: Effects on student engagement. Honors Projects, 417. 1-26.
Retrieved from
https://scholarworks.bgsu.edu/cgi/viewcontent.cgi?article=1435&context=honorsprojects&fbclid=IwA
R14mHSO_BixJtVTx-cDbsAkILCgkz_U1ytw9Fx64OZsGjtCynE5yMc80xE

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

Part B: Data Collection: Protocol

Initials of interviewee:

Years of teaching experience:

School context:

1. In your professional career have you come across the term Inquiry-based learning, if yes what is your

knowledge about IBL?

2. Have you ever utilized IBL approaches within your classroom practices, if so in what manner do you

approach IBL?

3. What factors determine your implementation of IBL in the classroom?

4. How do you rate student engagement in your class from a scale of 1-10 (10 being always on task and

engaged in classroom discussion always)?

5. Do you find Inquiry-based learning more engaging for students than traditional teaching methods?

How so?

6. In your opinion, does your belief on the implementation of IBL as a form of student engagement align

with the schools and communities’ beliefs systems?

7. Does the utilisation of IBL impact your teaching ability?

8. In your opinion are there any external factors that might limit your implementation of IBL?

9. Do you believe there are proper training facilities for teacher to implement IBL successful, if no then

would you care to share an experience where you needed that training support behind you?

10. What are some of the most enjoyable qualities of IBL that students find?

11. Should IBL completely replace traditional learning methods? Why or why not?

12. On a scale of 1- 10 (10 being 100% confident, could change all my classes into IBL) how confident

are you about implementing IBL practices?

13. Some research suggests that IBL promotes engagement, motivation and academic achievement, hat

are your thoughts?

14. As a science teacher, where do you find yourself implementing IBL, is it with the junior years or senior

years? What is your reasoning behind that?

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

Dear Potential Participant:

I am working on a project titled “what are science teachers’ beliefs and perspective about implementing inquiry-based
learning as a form of student engagement across Stage 4 Science” for the class, ‘Researching Teaching and Learning 2,’ at
Western Sydney University. As part of the project, I am collecting information to help inform the design of a teacher
research proposal.

The topic of study aims at exploring teacher’s different perspective on implementing inquiry-based learning as a form of
student engagement. This study will be examining why these perspectives are present and the types of barriers which
might arises as a result. From this research we hope to gain an understanding of the views and beliefs science teachers
have through an interview process, to collect qualitative data and examine the themes alongside academic literature
about the importance of inquiry-based approaches.

By signing this form, I acknowledge that:

 I have read the project information have been given the opportunity to discuss the information and my
involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and any questions I
have about the project have been answered to my satisfaction.
 I consent to having my interview audio-recorded for further analysis. I consent to answering the questions of
provided by the interviewee
 I understand that my involvement is confidential, and that the information gained during this data collection
experience will only be reported within the confines of the ‘Researching Teaching and Learning 2’ unit, and that
all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship with the
researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student who is 17 years
old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old and provide my consent
for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

Part C: Data Collection: Explanation

The above protocol aims to collect qualitative data through semi-structured face to face interviews to

gain insight of the different beliefs and perspective teachers have on implementing IBL as a form of student

engagement. There will be a total of 5 participants, whom will be science trained and are currently teaching

in a high school setting, these participants will have somewhat implemented IBL before in their classroom.

The reason behind asking the participants how many years of teaching experience they have, is to hopefully

show the difference of perspective between new teachers compared to experienced teachers to reflect the

comparison of external pressures placed on implementing IBL. The teachers name and age however was

not asked in order to keep identities anonymous. Participants will therefore be more comfortable in voicing

their opinions and answer more truthfully, as their responses remain confidential (Ong & Weiss, 2000). This

study was aimed specifically for Science teachers in Western Sydney, as these teachers will able to

effectively answer questions in relation to IBL.

To ensure a non-bias approach to this study, all 5 participants will be from different schools either:

private or public schools, co-ed or same sex schools or either selective or non-selective schools. Due to the

nature of the science faculty, the participants will have a range of different Science background studies:

Chemistry, Biology, Physics or Earth and Environmental Science. This range of subjects within Science and

the different schools will add variation to the data, creating a sample population on the effects of student

engagement through implementing IBL. Fridah (2002) states that a sample is a finite part of statistical

population and studies like this provide a glimpse of the general consensus as interviewing all teacher across

Western Sydney is near impossible.

The semi-structured interviews will provide an in-depth analysis on teachers’ perspective on the matter of

implementing IBL as a form of a student engagement. The semi-structured interviews will be used to probe

the teachers’ belief (Wallace and Kang, 2004). The open and closed-ended questions are designed to target

teachers natural thought process on the matter, in a relaxed and open setting. This type of interview structure

produces large amount of qualitative data, allowing for a deeper analysis. Participants are encouraged to

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

freely explore how they really feel about the matter of implementing IBL. Interviews will also provide the

participants the opportunity to critically reflect on their own concerns as well as the external pressures that

might be present hindering there, want to implement IBL. Furthermore, participants will reveal insights into

their own teaching and learning practices providing a further understanding of the targeted concerns (Wallace

and Kang, 2004).

However, as noted in the studies conducted by Silm et al., (2017); Mckeown et al., (2016) and

Ramnarain and Hlatswayo (2018) resorted to questionnaires and surveys for their data collection

methodology. To support their research, all three studies used open question analysis adopted from a study

by PRIMAS (Promoting Inquiry-based learning in Mathematics and Science Education); which created a

survey instrument. This survey instrument was administered across 12 European countries on IBL and

teaching IBL (PRIMAS, 2011). Although this current study did not explicitly adopt this survey instrument,

PRIMAS did provide the backbone on developing the interview question. The questionnaires developed by

PRIMAS, (2011) “were comprised of three sections; personal data, current practice of classroom level and

inquiry-based learning” (p. 8), this provided the structure to how the interview questions will be given out. The

participants are more likely to share personal experiences if they are eased into the interview process,

ensuring effective data collection.

Reference:

Fridah, W. M. (2002). Sampling in research. Indiana.edu. Retrieved April 5, 2018, from

http://indiana.edu/~educy520/sec5982/week_2/mugo02sampling.pdf

Ong, A., & Weiss, D. (2000). The Impact of Anonymity on Responses to Sensitive Questions 1. Journal of
Applied Social Psychology, 30(8), 1691-1708. doi: 10.1111/j.1559-1816.2000.tb02462.x

PRIMAS. (2011). The PRIMAS project: Promoting inquiry-based learning (IBL) in mathematics and science
education across Europe. Retrieved from https://primas-project.eu/wp-
content/uploads/sites/323/2017/11/PRIMAS_D-9.3_IBL-Implementation-survey-report.pdf

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

Power Point Script

Slide 1 and 2
Hello and welcome to our presentation.

My name is Neda and I will be joined by Aladdin, Mariam, Eman and Reema to present to
you our groups research.
Slide 3
In this presentation we will take you through a brief discussion of our group’s topic,
followed by our literature review findings, our data collection analysis and we will
conclude by presenting to you our new action research project proposal.
Slide 4 and 5
Our group’s overarching question examined “How does Inquiry Based Learning affect
student engagement in different curriculum areas across Stage 4 in Western Sydney
secondary schools?
The subtopics were divided to investigate teachers’ perspectives as well as students’
perspectives of IBL as a method of student engagement. We then looked at the
relationship between implementing Inquiry-Based Learning as opposed to Direct
Instruction in relation to student’s ability. This was followed by an investigation into the
role technology plays in implementing Inquiry based learning. And finally we examined
whether the implementation of inquiry based learning had an impact on student
achievement.
Slide 6
This research focused primarily on inquiry based learning in 3 Key Learning Areas -
History, Science and English.
Slide 7
Our collective literature reviews have highlighted that Inquiry based learning is a broad
constructivist pedagogical approach to learning, where the main goal is for students to
make meaning through an interactive and self-driven process. As can be seen in this
diagram, this approach encompasses 6 main elements, which require students to ask,
investigate, create, discuss and reflect.
Slide 8
From our individual literature reviews, we were able to synthesise 4 main themes that
emerged across our research.
Slide 9
The first theme is classified under student engagement. It was very clear that one of the
key contributing factors in student’s academic success was ‘student engagement’ and
that IBL has increasingly become a signature pedagogy in promoting engagement. The
theory suggests this to be the case due to the fact that IBL requires students to formulate
their own investigations, collect data and draw conclusions, which leads to increase skills
and understanding.
The second theme that emerged from the research was teacher proficiency in IBL.
Although research clearly indicates that teacher proficiency is a crucial factor in IBL’s
successful implementation, it also stresses on the need for further teacher training and

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

development in order to increase teachers’ understanding and confidence in being able

to successfully implement IBL within their own classrooms.
Slide 10
The third theme that emerged across our research is classified under ‘implementation
barriers’. This encompasses 3 main factors that stand in the way of an educators
successful implementation if IBL, one being technical barriers which is concerned with
prior commitment to textbooks, challenges of assessment and classroom management;
the other being political barriers which includes, parental resistance, lack of resources
or any unresolved conflicts between teachers and the final one being cultural which
refers to teacher’s personal beliefs, values and commitment to IBL.

The final theme that emerged from our literature is classified under ‘effectiveness of IBL’.
The literature suggests that high achieving students require more direct instructional
approach. Literature too revealed that despite the fact students engage well while using
technology for IBL tasks, there was no correlation between the use of technology and
student achievement. However when this is mixed with group work, literature suggests
that students are more likely to learn as they are required to engage in peer learning.
Slide 11
Now let us take a look at our data analysis.

Slide 12
Our data was gathered using 3 different methods: interviews, artefacts and surveys.
Slide 13
The first 3 sets of data collection methods were interviews.

The first and third set of interviews conducted both comprised of 10 questions that were
posed to 5 Western Sydney secondary science teachers who have had prior experience
implementing IBL
The second set of interviews comprised of 5 questions posed to 4 Western Sydney
secondary students between the ages of 12-15 who have had prior experience with IBL
in the History KLA.
The fourth data collection method included surveying 5 science teachers and 15 science
students from different academic levels in Western Sydney secondary schools.
And the final data collection method chosen for this study was artefacts, which examined
5 student assessment criteria and grade marks from 5 English teachers. 2 of 5 English
teachers had knowledge of IBL and 3 of 5 English teachers implemented IBL.
Slide 14
The data collection analysis provided some great insight into our research. The first set
of interviews revealed that there is a clear link between teacher confidence and the
implementation of IBL. Highly accomplished teachers were not as confident as proficient
teachers in the implementation of IBL as they reported being comfortable with their
already established pedagogies. Proficient teachers were more willing to adopt IBL due
to confidence gained from learning about it in tertiary education. The second set of

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

interviews revealed that Students with frequent exposure to IBL tasks understand what
the process entails. Students have more negative than positive experiences with IBL.
Students with negative views of IBL feel overwhelmed, unsure, lost, embarrassed and
don’t like working in groups as others ‘slacked off’ and ‘mucked around’. Student with
positive views enjoyed the inquisitive nature of the process, they liked working in groups
and felt in control. Students think other peers have negative views about IBL as it is too
much work and requires frequent group work. And the third set of interviews revealed
Teachers favour Inquiry-based learning to Direct Instructional approach. Teachers
reported that they noticed greater student engagement while conducting IBL activities.
Pre-service teachers also favour the IBL approach due to their exposure to it at the
tertiary level, despite conducting their practicums in schools that do not implement IBL.
High school students did not have awareness of what IBL or Direct Instruction was,
however once it was explained, students favoured the IBL approach.
Slide 15
Teacher surveys indicate that there is a positive correlation between student
engagement and technology. Age, year level and maturity influences students’
engagement and achievement with technology. While student surveys indicate that
technology helped students keep up with their teacher. Disengaged students were prone
to using their computers for distraction.
Slide 16
In light of all these findings let us now move on to the final stage of our presentation, the
design of a new action research.
Slide 17
We propose that our new action research examines the effectiveness of professional
development in ‘Inquiry-Based Learning’ on teachers’ proficiency levels of the
pedagogical approach and students’ academic achievements across Stage 4 secondary
schools in Western Sydney.
Slide 18
As with any research there are a number of ethical considerations that need to be
addressed. These include; introducing yourself and the purpose of the study, explaining
the participant’s rights and responsibilities, explaining the data collection procedure,
providing consent forms, commence data collection once forms are signed and always
remaining fully transparent with participants.
Slide 19
The data collection procedure for this study would include 10 semi structured interviews
with secondary teachers from various KLA’s pre and post professional development as
well as artefacts in the form of student assessment results taken from a target class
(selected by each participant) over two terms - one term before professional
development and one term after.
Slide 20
The data would then be coded, categorised and themed.
Slide 21

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102097 Researching Teaching and Learning 2 Assessment 1: Lit-Review

Such research would have the potential to build on existing knowledge of Inquiry-Based
Learning, promote the need for professional development within the field, offer practical
guidance to teachers towards achieving proficiency and confidence in implementing IBL
and provide a correlation between IBL and students’ academic achievements.
Slide 22
Please view our list of references
Slide 23 and 24
Thank you! We hope you enjoyed this presentation.

Name: Eman Chami Student Number: 17972853 13