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Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies./
Author:	McRae-Jones, Wanda Joycelyn.
Description:	1 online resource (89 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355109702

Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies.
McRae-Jones, Wanda Joycelyn.

Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies. - 1 online resource (89 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.S.)--Brenau University, 2017.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355109702Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies.
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504 $a Includes bibliographical references
520 $a 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.
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