Dissertation/Thesis Abstract

Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies
by McRae-Jones, Wanda Joycelyn, Ed.S., Brenau University, 2017, 89; 10265338
Abstract (Summary)

21st Century skills such as critical-thinking and problem-solving skills are very important when it comes to Science Technology Engineering and Mathematics or STEM. But those same skills should be integrated in social studies. The impact of students’ learning in social studies as a result of implementing inquiry-based instructional strategies was the problem investigated in the study. Participants in the study included 22 third-grade African-American students in a self-contained classroom in a large urban school system. Instrumental apparatus used in the study were a pre- and post- survey, a frequency behavior checklist, and a 4-point rubric. Students were given a pre- and post- survey to assess their perception of their inquiry skills before and after the study. Observable behaviors were recorded over the next eight weeks. The research design chosen for the study was action research using a mixed-methods approach because action research was commonly used by teachers because of its practicality. The impact of students’ learning in social studies as a result of implementing inquiry-based instructional strategies was that there was no impact between the inquiry-based instructional strategies and student achievement in social studies among 3rd grade students based on the data from the Inquiry-Based Instructional Strategies 4-point rubric and the Inquiry-based Instructional Strategies Frequency Behavior Checklist. As a result, implications of the study include improving teacher pedagogy in inquiry-based learning and instructional strategies and more professional development in project-based learning and integration in social studies, and using current events to make social studies relevant.

Indexing (document details)
Advisor: Grier, Janet
Commitee:
School: Brenau University
Department: Early Childhood Education
School Location: United States -- Georgia
Source: DAI-A 78/12(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Instructional Design, Education, Elementary education, Social studies education
Keywords: 21st century learners, Inquiry, Inquiry-based learning, Project based learning, STEM, Social studies
Publication Number: 10265338
ISBN: 978-0-355-10970-2
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