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Comparative Study of Inquiry-Based and Traditional Learning in Identical Classrooms

This study analyzes the effectiveness of Inquiry-Based Learning (IBL) versus Traditional Instruction (NIBL) in two identical classes. Over the course of the fall 2007 semester, students participated in five tests, with scores recorded in ten-point intervals. The final scores and grades were also examined to assess the impact of the learning methodologies. The results are discussed in relation to student performance, providing insights into how instructional strategies can influence academic achievement and learning outcomes.

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Comparative Study of Inquiry-Based and Traditional Learning in Identical Classrooms

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Presentation Transcript

  1. Inquiry Based LearningFall 2007 Comparative study of two identical classes, one of which was given inquiry based learning (IBL) instructions and one was given traditional (NIBL) learning instructions.

  2. Test 1 scores No. Of Students (%) Scores in the intervals of length ten

  3. Test 2 scores No. Of Students (%) Scores in the intervals of length ten

  4. Test 3 scores No. Of Students (%) Scores in the intervals of length ten

  5. Test 4 scores No. Of Students (%) Scores in the intervals of length ten

  6. Test 5 scores No. Of Students (%) Scores in the intervals of length ten

  7. Final scores No. Of Students (%) Scores in the intervals of length ten

  8. Final grades

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