Tables and graphs were created using simple descriptive techniques to note frequency counts or percentages in order to describe and display the data that was collected. The following are some tables and graphs that were used to show comparisons that were made once the data had been categorized.
Comparison of pre-test results and post-test results.
Once the results of the pre-test and the post-test were compared, it was found that students showed improvement in terms of knowledge about the topic after studying the unit following an inquiry-based learning approach which encourages a student-centered methodology rather than a teacher-centered one. The results showed a significant increase in the students’ knowledge about the topic (73.0 %) compared with the one they had before applying the unit (38.4 %)
The results of the first five questions of the pre-survey and the post-survey were compared and the outcome was that after the implementation of the inquiry-based learning unit, the number of students who thought that the class revolved around the teacher decreased in 10 marks. The number of students who disagreed increased in 9 marks.
It is evident that students noticed a change towards a more student-centered environment which fosters more autonomy after the implementation of the inquiry-based learning unit.
Comparison of results on how students perceived themselves in terms of inquiry before and after the intervention.
Table 2
Pre-survey on Students’ Opinion if They Were Encouraged to Ask Questions.
Question N° Agree Neutral Disagree
6 10 4 8
7 19 3 0
8 13 7 2
42 14 10
Table 3
Post-survey on Students´ Opinion if They Were Encouraged to Ask Questions.
Question N° Agree Neutral Disagree
6 17 2 3
7 22 0 0
8 18 3 1
57 5 4
The results showed that after the implementation of the inquiry-based learning unit, the number of students who thought that they asked more questions increased in 15 marks. The number of students who disagreed decreased in 6 marks.
It is evident that students noticed a change towards a class environment which fostered more inquiry.
Comparison of results on how students perceived themselves in terms of learning autonomy before and after the intervention.
The results showed that after the implementation of the inquiry-based learning unit, the number of students who thought that they were aware of different aspects related to their learner autonomy increased in 101 marks. The number of students who disagreed with the statements decreased in 54 marks as well as the number of students who were neutral which decreased in 47 marks.
It is evident that students perceived they increased their level of autonomy awareness after the implementation of the inquiry-based learning unit.
Comparison of results on how students perceived their preferred learning styles before and after the inquiry-based learning unit.
After the implementation of the inquiry-based learning unit, the number of students who agreed with some preferred learning styles increased in 1 mark. The number of students who were neutral decreased in 9 marks and the number of students who disagreed with some preferred learning styles increased in 8 marks. The most preferred learning styles were auditory, visual, and reading and writing.
The number of students who identified auditory, visual, and reading and writing as their most preferred learning styles increased in 7 marks, and the number of students who were neutral decreased in 9 marks. It is evident that students were able to identify their preferred learning styles more accurately after the implementation of the inquiry-based learning unit.
In order to move beyond describing, categorizing, coding and comparing to make sense of the data I had collected, I got to a point in the data analysis process that demanded a certain amount of creative thinking since it was time to articulate underlying concepts and developing theories about why particular patterns of behaviors, interactions or attitudes had emerged.
I came back to the data I had collected several times and I posed questions about it, rethought the connections among the data and developed explanations of the bigger picture underpinning my action research project. Then I discussed the data patterns and themes with some of the school’s science teachers trying to find new discoveries or interpretations.
Comparison of pre-test results and post-test results.
Once the results of the pre-test and the post-test were compared, it was found that students showed improvement in terms of knowledge about the topic after studying the unit following an inquiry-based learning approach which encourages a student-centered methodology rather than a teacher-centered one. The results showed a significant increase in the students’ knowledge about the topic (73.0 %) compared with the one they had before applying the unit (38.4 %)
The results of the first five questions of the pre-survey and the post-survey were compared and the outcome was that after the implementation of the inquiry-based learning unit, the number of students who thought that the class revolved around the teacher decreased in 10 marks. The number of students who disagreed increased in 9 marks.
It is evident that students noticed a change towards a more student-centered environment which fosters more autonomy after the implementation of the inquiry-based learning unit.
Comparison of results on how students perceived themselves in terms of inquiry before and after the intervention.
Table 2
Pre-survey on Students’ Opinion if They Were Encouraged to Ask Questions.
Question N° Agree Neutral Disagree
6 10 4 8
7 19 3 0
8 13 7 2
42 14 10
Table 3
Post-survey on Students´ Opinion if They Were Encouraged to Ask Questions.
Question N° Agree Neutral Disagree
6 17 2 3
7 22 0 0
8 18 3 1
57 5 4
The results showed that after the implementation of the inquiry-based learning unit, the number of students who thought that they asked more questions increased in 15 marks. The number of students who disagreed decreased in 6 marks.
It is evident that students noticed a change towards a class environment which fostered more inquiry.
Comparison of results on how students perceived themselves in terms of learning autonomy before and after the intervention.
The results showed that after the implementation of the inquiry-based learning unit, the number of students who thought that they were aware of different aspects related to their learner autonomy increased in 101 marks. The number of students who disagreed with the statements decreased in 54 marks as well as the number of students who were neutral which decreased in 47 marks.
It is evident that students perceived they increased their level of autonomy awareness after the implementation of the inquiry-based learning unit.
Comparison of results on how students perceived their preferred learning styles before and after the inquiry-based learning unit.
After the implementation of the inquiry-based learning unit, the number of students who agreed with some preferred learning styles increased in 1 mark. The number of students who were neutral decreased in 9 marks and the number of students who disagreed with some preferred learning styles increased in 8 marks. The most preferred learning styles were auditory, visual, and reading and writing.
The number of students who identified auditory, visual, and reading and writing as their most preferred learning styles increased in 7 marks, and the number of students who were neutral decreased in 9 marks. It is evident that students were able to identify their preferred learning styles more accurately after the implementation of the inquiry-based learning unit.
In order to move beyond describing, categorizing, coding and comparing to make sense of the data I had collected, I got to a point in the data analysis process that demanded a certain amount of creative thinking since it was time to articulate underlying concepts and developing theories about why particular patterns of behaviors, interactions or attitudes had emerged.
I came back to the data I had collected several times and I posed questions about it, rethought the connections among the data and developed explanations of the bigger picture underpinning my action research project. Then I discussed the data patterns and themes with some of the school’s science teachers trying to find new discoveries or interpretations.
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