Educating high-ability students through different types of inquiry learning in primary schools : A study on flow, mood, and learning outcomes.

Eikema, L. (2017) Educating high-ability students through different types of inquiry learning in primary schools : A study on flow, mood, and learning outcomes.

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Abstract:This study investigated the differences in mood, flow, and learning outcomes in three different types of inquiry based learning activities for high-ability students in pull-out classes. These types of inquiry learning were open inquiry, guided inquiry, and structured inquiry and differed in the amount of provided information and support. Ninety-five primary school students who were labelled as high-ability students and received education in a pull-out class for a portion of the week were selected for this research. The students were randomly assigned to one of three conditions; open inquiry, guided inquiry, or structured inquiry. Results showed no significant differences for either flow, mood, or learning outcomes among conditions. This means that the different conditions did not have a different effect for flow, mood, and learning outcomes. Students in all conditions expressed a positive mood and showed an experience of flow. Overall, the results of this study contribute to the conclusion that inquiry based learning can be an instructional strategy that generates a positive mood, an experience of flow, and an improvement of learning outcomes for high-ability students in pull-out classes.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/72266
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