Effect of the Sequencing of Instruction on Students’ Perceptions of Engagement and Learning

Author

Ingrid Etherton

Date of Award

5-2025

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

Inquiry-based learning has become a hallmark of science education, in part through the introduction of the Next Generation Science Standards. Research has shown inquiry and direct instruction are effective and essential components of student learning; however, effective implementation of these strategies requires intentional sequencing and understanding of student cognition and motivation. This action research project sought to investigate the relationship between the sequence of inquiry and direct instruction and students’ perceptions of their learning through inquiry. The results of this study indicate that inquiry activities are effective for student learning and interest in the content; however, further research is needed to more fully understand the nuances of the issues involved.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for The Degree of Master of Education

Recommended Citation

Etherton, Ingrid, "Effect of the Sequencing of Instruction on Students’ Perceptions of Engagement and Learning" (2025). Master of Education Program Theses. 176.
https://digitalcollections.dordt.edu/med_theses/176