Inquiry-Based Instruction in Science and Mathematics in Middle School Classrooms: Examining Its Association With Students' Attitudes by Gender and Race/Ethnicity.

ABSTRACT: Utilizing a nationally representative sample of middle school students, this article focuses on whether students who report experiencing more inquiry-based instruction in science and mathematics classrooms have more positive attitudes toward these subjects. Results of multilevel, multivariate regression analyses revealed that, net of the inclusion of control variables for student, teacher, and school characteristics, a higher frequency of inquiry-based instruction is significantly associated with greater interest, perceptions of utility, and self-efficacy for science and mathematics. Furthermore, although there is some evidence indicating that compared with female students, male students' perceptions of science utility are higher in relation to more inquiry-based instruction, overall, the

SUBMITTER: Riegle-Crumb C 

PROVIDER: S-EPMC11245149 | biostudies-literature | 2019 Jul-Sep

REPOSITORIES: biostudies-literature