School-Based Inquiry and Inquiry-Based Learning: Questions and Answers for Tertiary Students

Are you a student in a College of Education or another tertiary institution preparing for examinations in School-Based Inquiry, Inquiry-Based Learning, or Action Research? This comprehensive study guide provides essential explanations, examination questions, model answers, and practical examples to help you understand these important educational concepts.

Inquiry plays an important role in teacher education because it encourages students and teachers to ask questions, investigate educational challenges, analyse evidence, and identify ways to improve teaching and learning. The Australian Government's Department of Education explains that inquiry-based learning develops investigation, problem-solving, critical thinking, and evidence-based reasoning skills.

This guide is particularly useful for student-teachers, teacher trainees, education students, and other tertiary students who want to strengthen their understanding of educational inquiry.

1. What Is School-Based Inquiry?

School-Based Inquiry (SBI) is a systematic process through which teachers, student-teachers, and other education practitioners investigate issues arising within a school environment to understand them and improve educational practice.

These issues may include poor academic performance, low classroom participation, reading difficulties, absenteeism, inappropriate teaching strategies, or challenges with classroom management.

For example, a student-teacher may observe that learners in a Basic Four class struggle to answer comprehension questions. Through school-based inquiry, the student-teacher can investigate the problem, collect relevant information, identify possible causes, and develop strategies to support the learners.

The main purpose is to use evidence to understand educational challenges and make informed decisions about improving teaching and learning.

2. What Is Inquiry-Based Learning?

Inquiry-Based Learning (IBL) is a teaching and learning approach that encourages learners to develop understanding by asking questions, investigating problems, gathering information, and examining evidence.

Rather than relying entirely on the teacher to provide information, learners actively participate in the learning process. The teacher guides the investigation, provides resources, asks thought-provoking questions, and helps learners develop meaningful conclusions.

For example, instead of simply explaining why plants need sunlight, a teacher may guide learners through an investigation in which they observe plants grown under different conditions and discuss their findings.

According to the Australian Government's Department of Education, inquiry-based learning encourages students to investigate problems, interpret evidence, formulate explanations, and communicate their findings.

3. Difference Between School-Based Inquiry and Inquiry-Based Learning

Although the two concepts are related, they serve different purposes.

• School-Based Inquiry: Focuses on investigating educational issues within a school or teaching environment to understand problems and improve practice.
• Inquiry-Based Learning: Focuses on helping learners acquire knowledge and understanding through questioning, exploration, investigation, and evidence.

Example: A teacher investigating why learners perform poorly in mathematics is conducting a school-based inquiry. A teacher guiding learners to investigate different ways of solving a mathematical problem is using inquiry-based learning.

4. What Is Action Research?

Action research is a systematic approach used by practitioners to investigate a problem in their own professional environment, implement a possible solution, and evaluate the results.

In education, action research enables teachers to examine their classroom practices and determine how they can improve learners' experiences and performance.

A typical action research cycle involves:

1. Planning: Identify a problem and plan an appropriate intervention.
2. Action: Implement the planned intervention.
3. Observation: Collect information about what happens during the intervention.
4. Reflection: Examine the findings and determine what should be maintained or improved.

For instance, a teacher who observes poor reading comprehension may introduce guided reading activities, monitor learners' progress, and reflect on whether the intervention has improved their performance.

5. Importance of School-Based Inquiry to Student-Teachers

School-based inquiry offers several benefits to student-teachers and practising teachers.

1. Improves teaching practices: It helps teachers identify weaknesses in their instructional approaches and consider better alternatives.
2. Promotes critical thinking: It encourages teachers to examine educational problems carefully instead of relying on assumptions.
3. Supports evidence-based decisions: Teachers can use observations, assessment records, and other information to guide their decisions.
4. Improves learners' performance: Investigating learning difficulties can help teachers develop suitable interventions.
5. Encourages reflective practice: Teachers learn to evaluate their actions and identify areas for professional improvement.
6. Develops research skills: Student-teachers gain experience in formulating questions, collecting data, analysing findings, and reporting results.

6. Steps Involved in Conducting School-Based Inquiry

Although inquiry models may differ, the following steps provide a useful general guide.

Step 1: Identify the Problem

Recognise a specific issue that affects teaching, learning, or the school environment. For example, learners may struggle to participate during mathematics lessons.

Step 2: Formulate Inquiry Questions

Develop clear questions to guide the investigation. An example is: What factors contribute to learners' low participation during mathematics lessons?

Step 3: Plan the Investigation

Determine the information needed, the participants involved, the methods of data collection, and the time required.

Step 4: Collect Data

Gather relevant information through classroom observation, interviews, questionnaires, assessment records, or document analysis.

Step 5: Analyse the Data

Examine the information collected to identify patterns, possible explanations, and factors associated with the problem.

Step 6: Develop and Implement an Intervention

Choose a suitable strategy based on the findings. This may include group work, remedial teaching, additional learning materials, or changes to instructional methods.

Step 7: Evaluate and Reflect

Examine the results of the intervention and reflect on whether it has addressed the problem. Identify further changes that may be necessary.

7. Methods of Data Collection in School-Based Inquiry

Data collection is important because it provides information that helps the investigator understand the problem.

Observation

Observation involves watching and recording events or behaviours. A student-teacher may observe how often learners contribute during classroom discussions.

Interviews

Interviews involve asking participants questions to understand their experiences, opinions, and challenges.

Questionnaires

Questionnaires contain questions that participants answer to provide information about a particular issue.

Document Analysis

Document analysis involves examining existing records, such as learners' assessment results, attendance registers, lesson plans, and relevant school reports.

Tests and Assessments

Tests can help teachers identify learning difficulties and compare performance before and after an intervention.

The method selected should match the inquiry question. Ethical considerations, including privacy, appropriate consent, and the protection of learners, must also be observed.

8. Examination Questions and Answers on School-Based Inquiry

The following questions are designed for revision and examination preparation. They are practice questions, not official examination questions from any particular institution.

Question 1: Define School-Based Inquiry.

Answer: School-Based Inquiry is a systematic investigation of issues within a school environment to understand educational challenges and improve teaching, learning, or school practices.

Question 2: Define Inquiry-Based Learning.

Answer: Inquiry-Based Learning is an instructional approach in which learners ask questions, investigate problems, collect and interpret information, and develop understanding through evidence and reflection.

Question 3: State five characteristics of inquiry-based learning.

Answer:

1. It is driven by questions or problems.
2. It encourages active learner participation.
3. It involves investigating information and evidence.
4. It promotes critical thinking and problem-solving.
5. It encourages learners to explain and communicate their findings.

Question 4: Mention four methods of collecting data in school-based inquiry.

Answer:

1. Observation.
2. Interviews.
3. Questionnaires.
4. Document analysis.

Question 5: Explain four benefits of school-based inquiry.

Answer:

1. Improves teaching: It helps teachers identify and address weaknesses in their instructional methods.
2. Addresses learning difficulties: It helps teachers investigate challenges that affect learners' progress.
3. Promotes reflective practice: It encourages teachers to assess their actions and make improvements.
4. Develops professional skills: It strengthens teachers' abilities to investigate problems, interpret evidence, and make informed decisions.

Question 6: Differentiate between qualitative and quantitative data.

Answer: Qualitative data describes characteristics, experiences, opinions, or behaviours, often through words and observations. Quantitative data consists of numerical information that can be measured or analysed statistically.

For example, learners' comments about a mathematics lesson provide qualitative data, while their examination scores provide quantitative data.

Question 7: What is action research?

Answer: Action research is a systematic investigation conducted by practitioners to understand and improve a problem or practice within their professional environment.

Question 8: State four stages of the action research cycle.

Answer:

1. Planning.
2. Action.
3. Observation.
4. Reflection.

Question 9: Explain the importance of reflection in school-based inquiry.

Answer: Reflection helps teachers examine the effectiveness of their actions, identify challenges, learn from the evidence collected, and determine what changes may be necessary to improve teaching and learning.

Question 10: State four ethical considerations in school-based inquiry.

Answer:

1. Obtaining appropriate consent before involving participants.
2. Protecting participants' privacy and confidentiality.
3. Reporting findings honestly without manipulating data.
4. Ensuring that participants are treated fairly and are not exposed to unnecessary harm.

9. Practical Application Question

Question: A student-teacher observes that learners in a Basic Four class have difficulty understanding reading comprehension passages. Explain how the student-teacher can use school-based inquiry to address the problem.

Model Answer:

1. Identify the problem: The student-teacher identifies poor reading comprehension as an educational challenge that requires investigation.

2. Formulate inquiry questions: The student-teacher asks questions such as: What difficulties do learners experience when answering comprehension questions? Which teaching strategies could help them improve?

3. Collect data: The student-teacher observes reading lessons, examines learners' assessment results, and conducts appropriate discussions or interviews to understand their difficulties.

4. Analyse the findings: The collected information is examined to identify possible challenges, such as limited vocabulary, difficulty identifying main ideas, or problems making inferences.

5. Implement an intervention: The student-teacher introduces appropriate strategies, such as guided reading, vocabulary development, and structured comprehension exercises.

6. Evaluate the intervention: Learners complete a suitable follow-up assessment. The student-teacher compares the findings with the initial evidence to determine whether progress has occurred.

7. Reflect on the results: The student-teacher identifies successful strategies, considers any remaining difficulties, and determines whether further intervention is required.

10. Challenges of Conducting School-Based Inquiry

Despite its benefits, school-based inquiry may present several challenges.

• Limited time: Teachers may struggle to conduct investigations alongside their regular teaching responsibilities.
• Inadequate resources: Some schools may lack the materials or facilities needed for particular investigations.
• Limited research experience: Student-teachers may require guidance in designing investigations and analysing data.
• Large class sizes: Gathering detailed information from many learners may be difficult.
• Resistance to change: Some participants may be reluctant to adopt unfamiliar teaching approaches.
• Ethical concerns: Investigators must protect learners' privacy and ensure that data collection is conducted appropriately.

These challenges can be addressed through careful planning, guidance from experienced teachers, collaboration, appropriate research training, and responsible use of available resources.

11. Tips for Preparing for Examinations

Students preparing for examinations in School-Based Inquiry, Inquiry-Based Learning, or Action Research should consider the following strategies:

1. Understand the definitions of key concepts rather than memorising words without understanding them.
2. Learn the stages of inquiry and action research in the sequence taught in your course.
3. Practise distinguishing between inquiry-based learning, school-based inquiry, and action research.
4. Study different data collection methods and understand when each is appropriate.
5. Practise applying theoretical concepts to classroom situations.
6. When answering essay questions, define the concept, explain the main points, and support your explanations with relevant educational examples.
7. Consult your lecturer's notes and prescribed course materials, since terminology and assessment expectations may differ between institutions.

Conclusion

School-Based Inquiry, Inquiry-Based Learning, and Action Research are valuable concepts in teacher education. They encourage teachers and student-teachers to investigate educational problems, use evidence to understand learners' needs, and reflect on ways to improve teaching and learning.

For tertiary students, understanding these concepts requires more than memorising definitions. Students should be able to explain the processes involved, identify appropriate data collection methods, discuss ethical considerations, and apply their knowledge to practical classroom situations.

Use the questions and model answers in this guide as a starting point for your revision. For more accurate preparation, compare the material with your institution's course outline, lecture notes, and prescribed reading materials.

References and Further Reading

The following resources provide additional information about inquiry-based learning, research as inquiry, and teacher professional practice.

1. Australian Government, Department of Education. Inquiry-Based Learning. Available at: https://www.education.gov.au/australian-curriculum/national-stem-education-resources-toolkit/i-want-know-about-stem/what-works-best-when-teaching-stem/inquiry-based-learning
2. Association of College and Research Libraries (ACRL). Research as Inquiry: Companion Document to the ACRL Framework for Information Literacy for Higher Education. Available at: https://acrl.libguides.com/ed/inquiry
3. Alberta Education. Focus on Inquiry: A Teacher's Guide to Implementing Inquiry-Based Learning. ERIC record: https://eric.ed.gov/?id=ED491498
4. National Research Council. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. National Academies Press. Available at: https://www.nationalacademies.org/read/9596/chapter/6
5. University of Strathclyde. McNally, J., & Blake, A. (2010). Initial Teacher Education Guideline for Teacher Educators in Inquiry-Based Science Teaching. Available at: https://strathprints.strath.ac.uk/31902/

Disclaimer: This article is intended for educational and examination-revision purposes. It is a general study guide and is not an official syllabus, examination paper, or institutional publication.