Exploratory -Based Learning and Its Effect on Sixth -Grade Science Achievement

This study explored the impact of exploratory -based learning (EBL) on the academic performance of sixth -grade students in elementary school. The research involved four classes, each with ۲۲ -۲۷ students, where two classes were taught using the EBL approach, and two classes followed traditional instructional methods. The intervention lasted for three months. A ۲۵ -question science achievement test, consisting of ۵ multiple -choice questions, ۵ fill -in-the-blank questions, ۵ true/false questions, ۵ short -answer questions, and ۵ long -answer questions, was administered before and after the intervention. Statistical analysis using ANCOVA was employed to assess the differences in academic performance between the EBL and traditional instruction groups. The results showed that students who received instruction through EBL significantly outperformed those taught using traditional methods.

کلیدواژه ها:

Exploratory -Based Learning (EBL) ، Science Achievement ، Academic Performance ، Teaching Methods ، Sixth -Grade Students