Effect of Inquiry-based Teaching (IBT) in Second Language Pedagogy on Students’ Academic Achievement
DOI:
https://doi.org/10.62843/jssr.v6i1.643Keywords:
Inquiry-based Teaching, Academic Achievement, Second LanguageAbstract
In Pakistani education, English as a second language plays a vital role. It is taught as a compulsory subject to the students for fourteen years. Despite the fact, the standard of proficiency in English language is falling due to inappropriate methodologies employed in language pedagogy at school and college level, consequently students find English language as a barrier in pursuit of achieving excellent careers. The study attempts at finding out the impact of using inquiry based teaching (IBT) on students’ achievement scores. IBT refers to involving students through question-answer mechanism to understand the concept under study. Experimental research with pre-test post-test control group design was conducted on a total of 156 students of VI grade, 78 students in experimental and 78 in control group for two months. The sample was selected as an intact group. An achievement test was administered to collect data from students. The data of 25 students from each group with 80% or above attendance was analyzed. The results of the study show that IBT methodology has positively significant effect on students’ achievement score. Therefore the second language teacher may use IBT to enhance students’ achievement score. Furthermore the study may be replicated for the use of IBT in second language teaching at different academic levels.
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