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Access Type
WSU Access
Date of Award
January 2024
Degree Type
Dissertation
Degree Name
Ph.D.
Department
Curriculum and Instruction
First Advisor
Jazlen Ebenezer
Abstract
AbstractThis mixed-methods study aimed to investigate the effectiveness of the technology-embedded scientific inquiry (TESI) model on teachers’ and students’ scientific inquiry abilities and digital learning technologies fluency to enhance science education learning outcomes. The TESI framework guided the construction and execution of this study. The quantitative design for this research is a pretest-posttest control group experimental research. A total of 40 teachers and 800 students from Tabuk high schools in Saudi Arabia over 12 weeks participated in the quantitative study. Twenty teachers and 400 students constituted each of the two experimental groups, control, and treatment groups. The intervention for this study was the two-week professional development workshop provided to biology teachers. Note that the researcher delivered the two-week intervention only for the experimental group of teachers (n=20). Further, students who received instruction from teachers that completed the two weeks intervention comprised the students’ segment of the experimental group (n=400). The researcher performed multivariate analysis of covariance (MANCOVA) and identified a statistically significant positive effect: using digital learning technologies in biology instruction to enhance teachers’ and students’ scientific inquiry abilities and digital learning technologies fluency. MANCOVA examines differences between participants of the experimental (N teachers=20, N students=400) and control group (teachers=N=20, students=N=400) concerning scientific inquiry abilities and digital learning technologies fluency. Results of the MANCOVA analyses (p<0.001) indicated that the intervention significantly impacted students’ and teachers’ scientific inquiry ability and digital learning technologies fluency. The qualitative evidence gathered from in-depth interviews with the experimental group teachers supports the quantitative findings. Teachers’ excerpts from interviews demonstrated clear improvements in the experimental group teachers’ and students’ scientific inquiry abilities and digital learning tools fluency. The results imply that the TESI model improves science learning outcomes for teachers and students.
Recommended Citation
Alasiri, Fadhah Amer, "Investigating Saudi Arabia Biology Teachers’ Perceptions Of Scientific Inquiry Abilities And Digital Learning Technologies Fluency" (2024). Wayne State University Dissertations. 4011.
https://digitalcommons.wayne.edu/oa_dissertations/4011
