PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Understanding students’ achievement and perceptions of inquiry-oriented instruction
Page: 722
Inquiry-oriented instruction (IOI) has been shown to increase students’ cognitive outcomes, but the relationship between students’ cognitive and affective outcomes in IOI remains unclear. Furthermore, students’ perceptions of the usefulness of and their success in an academic setting are related to their engagement and achievement. The present mixed methods study seeks to understand students’ perceptions of IOI and whether those perceptions are related to their achievement. Results of qualitative analysis reveal four themes related to developing conceptual understanding, connecting ideas, feelings of helplessness, and a preference for traditional instruction. Results of a mixed linear model show positive or neutral perceptions of IOI are related to higher achievement. The relationship between these results is discussed, and is framed in motivational theory