Abstract
Inquiry-based instruction is an approach which enhances students’ academic excellence by engaging them in the learning process through various classroom activities that build their confidence and understanding of the subject matter. Inquiry-based learning appreciates the sense of inquiry and investigation in which questions are answered and students are facilitated to memorize the information through the instructional materials. Alvarado and Herr (inquiry-based learning using everyday objects: hands-on instructional strategies that promote active learning in grades, Corwin Press, 2003) advocated that inquiry-based approach promotes intellectual engagement among students and motivates them to improve their performance. Besides that, Rotgans (Learn Instr 32(2):37–50, 2014) had also argued that student’s interest toward their studies is the core element that drives their academic performance. Since preparing the situational interest of students is deemed as an important responsibility of lecturers, hence, the objective of this study was to identify the relationship between inquiry-based instruction and situational interest of students in higher education. In this study, survey questionnaires had been administered to students from different levels of programs, namely diploma, undergraduate, and postgraduate studies. Finally, a total of 470 complete questionnaires had been collected and analyzed by identifying the mean, standard deviation, and correlation between the variables. The results indicated that inquiry-based instruction has been implemented at a high level in higher education. Basically, students investigated had agreed upon their situational interest at a high level. The correlation analysis further indicated that a moderate, positive, and significant relationship between inquiry-based instruction and the situational interest of students in higher education. The findings indicated that teaching strategy adopted by lecturers is a crucial factor in improving interest in learning among students in higher education.
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This paper is part of a research project funded by Fundamental Research Grant Scheme (FRGS), Ministry of Education, Malaysia, and Research Management Institute, Universiti Teknologi MARA.
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Fook, C.Y., Narasuman, S., Sidhu, G.K., Wah, Y.B., Fong, L.L., Dalim, S.F. (2016). Inquiry-Based Instruction and Situational Interest of Students in Higher Education. In: Tang, S., Logonnathan, L. (eds) Assessment for Learning Within and Beyond the Classroom. Springer, Singapore. https://doi.org/10.1007/978-981-10-0908-2_14
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