The application of place-based inquiry approach on grade 6 Bhutanese students in learning environmental science

Abstract

This study investigated the improvement of students’ learning achievement and their opinion on the use of place-based inquiry (PBI) in learning environmental science in Bhutanese classroom. A total of 39 Grade 6 students selected through purposive sampling method from one of the rural schools in Eastern Bhutan were involved in the study. The researcher used the mix-methods approach to explore the study. One group pretest-posttest research design was adopted by the researcher. The group was instructed using the place-based inquiry approach for 4 weeks. An achievement test consisting of 20 items were administered as the Pretest and Posttest. Students’ reflective journals and students’ presentations on their exhibitions were used as data collection tools to explore the participants’ opinions on PBI. As for data analysis, paired sample t-test was used for the analysis of the achievement test. The data revealed a mean difference of 5.42. The result showed a significant value of p=0.01 (<0.05), thus confirming the effectiveness of place-based inquiry approach in improving student learning achievement. Qualitative data analysis on reflective journals revealed 4 themes: active engagement, easy learning, motivating learners and development of value, attachment and sense of ownership, while exhibition presentations demonstrated positive opinion about the use of PBI approach.