The Effectiveness of inquiry Based Self-Regulated Learning on Students' Understanding of Alloy
DOI:
https://doi.org/10.37134/ELSIM.vol1.1.6.2025Keywords:
effectiveness, self-regulated learning, inquiry-based learning, alloy, secondary levelAbstract
The transition to industrial revolution 4.0 with evolving AI with resources easily available to students forces alteration in teaching and learning practices. Therefore, this study examined the effectiveness of inquiry based self-regulated learning towards students’ understanding on alloy. The research design employed a quasi-experimental design consisting of control and experimental group. The sample consists of 40 students aged 16 from two intact classrooms. The research instruments were pre-test and post-test validated by two chemistry education experts. Students from the experimental group undergo inquiry based self- regulated learning while students from the control group undergo conventional teaching and learning processes. The data obtained were analysed descriptively and inferentially using t-test with the Statistical Package for the Social Sciences version 30.0. The control group obtained a mean pre-test score of 34.30 (SD = 6.72), while the experimental group scored 32.55 (SD = 6.53), indicating that both groups started with a comparable level of understanding on alloys. In post-test, the control group achieved a mean score of 58.30 (SD = 10.74), whereas the experimental group recorded a higher mean of 69.75 (SD = 11.84), demonstrating improvement in the experimental group’s performance. The t-test analysis between the two groups also showed a significant improvement in the experimental group (t= 11.91, p<0.01) compared to the control group (t=8.42, p<0.01). This indicates that inquiry based self- regulated learning has a positive effect on students’ understanding of alloy and has positive implications for teachers to implement in the teaching and learning process.
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