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... Warner and Myers (2014) wrote that ̳ while completing inquiry-based lessons, students develop important skills that will help them become successful, lifelong learners. This statement is in agreement with the views of Hughes (2014) and Franklin (2015). The inquirybased learning depends on four essential elements which are un-deceptive patterns and meanings of concepts to the beginners, structured useful knowledge, applying the structured knowledge, transferring and accessible in situations and lastly, the structured knowledge should be made available for new information in that field to strive (Teach-nology.com, ...
The study determined the effectiveness of guided and open inquiry instructional strategies on the science process skills of students taught Biology in senior secondary schools in Osun State, Nigeria. It also compared the self-efficacy of students taught Biology using guided inquiry with those taught Biology using open inquiry instructional strategies in senior secondary school in Osun State. The goal was to provide empirical information on the effectiveness of guided and open inquiry strategies on students’ learning outcome in Biology. The study adopted the non-equivalent pretest posttest quasi-experimental research design. Two research instruments were used to collect data for the study namely, (i) Biology Process Skills Observation checklist (BPSOC) and (ii) Self-efficacy Rating Scale (SeRS). Data collected were analyzed using appropriate inferential statistics of analysis of Covariance. The results showed that there was no significant difference in the science process skills of Biology students exposed to Open Inquiry and those exposed to guided inquiry strategy (F= 0.785, p>0.05). The results also showed that a significant difference existed in the self-efficacy of students taught using Guided Inquiry and Open Inquiry strategies (F = 11.64, p < 0.05) as those exposed to Open Inquiry had the better self-efficacy score than the other groups as shown in the mean difference between open and guided inquiry strategies. The study concluded that Open inquiry strategy was more effective in improving the self-efficacy of the respondents but was not effective in improving the science process skills of respondents in the study area.
... Although research on the impact of TA training programs is slowly growing, the majority of studies have relied on small samples (e.g., Chadha, 2015;Hardré & Burris, 2010;Step-Greany, 2004) and self-report measures. In order to get more nuanced descriptions of the TA development process, recent studies have started to incorporate data from multiple sources, including: feedback on TA teaching from instructors, students, and peer trainers (Rolheiser et al., 2013); changes in student grades after TA training (Hughes, 2014); control groups; and changes in the teaching philosophies of graduate students as a result of training (White, Syncox, Heppleston, Isaac, & Alters, 2012). In this study, we have combined self-report survey data with observer ratings of teaching by graduate student instructors, as well as qualitative data from focus-group interviews several months after program completion. ...
... Research has shown that teachers who participate in training can become more student-centred in their orientation (Chadha, 2015;Ho, 1998). Because of the growing emphasis on student-centred approaches to teaching in the university classroom (Dawson, Mighty, & Britnell, 2010;Gibbs & Coffey, 2004;Stes, Coertjens, & Van Petegem, 2010), TA programs have increasingly included a focus on student engagement, inquiry-based learning, and the use of active learning techniques (Hughes, 2014). These techniques are considered key to helping students develop a "deep approach" to learning, in which they apply their knowledge to tasks rather than take a surface or rote approach (Trigwell, Prosser, & Waterhouse, 1999). ...
In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students’ teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice.
