Increasing student engagement through the integration of digital technologies in inquiry based investigations

Abstract

This thesis examines how integration of digital technologies with inquiry can be used to increase students’ engagement in science investigations. In order to engage learners we used a ‘blended tool’ incorporating an Excel spreadsheet into an open inquiry investigation, called Vampire Power, from the topic of electricity. The study uses design-based research methodology which involves three cycles (trial 1, 2 and 3), where data and analysis from each cycle inform the next iteration. Trial 1 involved , trial 2 had 27 teachers and 38 students and trial 3 had 29 teachers and 85 students. Analysis of qualitative data from trial 1 (with 41 teachers and 58 students) showed that teachers engaged well with the investigation whereas students did not. The investigation was modified for trial 2 by introducing two parts to the investigation, where Part A guided the students through an activity and in Part B, students generated a question, planned and carried out an investigation using the spreadsheet in an open inquiry format. In trial 2, both the teachers (n=27) and students (n=38) found the investigation valuable, invested mental effort and reported the development of inquiry skills. Qualitative data showed that students were engaged and the learning environment was vibrant. Trial 3 (with 29 teachers and 85 students) consolidated the findings of trial 2. The lesson here is that teachers can often see the relevance and expect that students will engage. However, students are prone to follow algorithms, oblivious to the relevance of the topic. To get students to engage in meaningful ways, they need to invest adequate mental effort. This study found that the integration of open inquiry with digital technologies is a viable solution. Whether this approach yields similar findings in other topics needs to be investigated.