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Article: Collaborative inquiry project-based learning: Effects on reading ability and interests

TitleCollaborative inquiry project-based learning: Effects on reading ability and interests
Authors
Issue Date2011
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lisres
Citation
Library And Information Science Research, 2011, v. 33 n. 3, p. 236-243 How to Cite?
AbstractThe academic performance of students has been shown to be associated with reading ability. Inquiry learning can potentially enhance the reading abilities and interests of students. This study verified this proposition by examining the effects of an inquiry approach to group projects on the reading abilities of primary school students. Using a case study design, an inquiry project-based learning (PBL) approach, with the collaboration between three types of teachers and the school librarian was implemented to support the development of reading abilities and interests of students in a primary school in Hong Kong. The participants included Primary 4 students, teachers, and parents. Progress in International Reading Literacy Study (PIRLS) tests were used to evaluate the students' reading abilities; survey questionnaire and interviews were used to examine the participants' perceptions of the inquiry PBL; and the PIRLS survey was used to measure the students' attitudes and self-perceptions. Quantitative and qualitative data analyses showed positive effects on the reading abilities and attitudes of the participating students. Students' attitudes and self-perceived abilities appeared to influence the improvements in reading abilities. Finally, improvements in the students' reading comprehension, reading speed, and vocabulary were perceived. These findings provide evidence and insights to support further implementation of inquiry PBL in primary schools. © 2011.
Persistent Identifierhttp://hdl.handle.net/10722/135616
ISSN
2015 Impact Factor: 1.23
2015 SCImago Journal Rankings: 1.629
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorChu, SKWen_HK
dc.contributor.authorTse, SKen_HK
dc.contributor.authorLoh, EKYen_HK
dc.contributor.authorChow, Ken_HK
dc.date.accessioned2011-07-27T01:37:34Z-
dc.date.available2011-07-27T01:37:34Z-
dc.date.issued2011en_HK
dc.identifier.citationLibrary And Information Science Research, 2011, v. 33 n. 3, p. 236-243en_HK
dc.identifier.issn0740-8188en_HK
dc.identifier.urihttp://hdl.handle.net/10722/135616-
dc.description.abstractThe academic performance of students has been shown to be associated with reading ability. Inquiry learning can potentially enhance the reading abilities and interests of students. This study verified this proposition by examining the effects of an inquiry approach to group projects on the reading abilities of primary school students. Using a case study design, an inquiry project-based learning (PBL) approach, with the collaboration between three types of teachers and the school librarian was implemented to support the development of reading abilities and interests of students in a primary school in Hong Kong. The participants included Primary 4 students, teachers, and parents. Progress in International Reading Literacy Study (PIRLS) tests were used to evaluate the students' reading abilities; survey questionnaire and interviews were used to examine the participants' perceptions of the inquiry PBL; and the PIRLS survey was used to measure the students' attitudes and self-perceptions. Quantitative and qualitative data analyses showed positive effects on the reading abilities and attitudes of the participating students. Students' attitudes and self-perceived abilities appeared to influence the improvements in reading abilities. Finally, improvements in the students' reading comprehension, reading speed, and vocabulary were perceived. These findings provide evidence and insights to support further implementation of inquiry PBL in primary schools. © 2011.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lisresen_HK
dc.relation.ispartofLibrary and Information Science Researchen_HK
dc.titleCollaborative inquiry project-based learning: Effects on reading ability and interestsen_HK
dc.typeArticleen_HK
dc.identifier.emailChu, SKW: samchu@hku.hken_HK
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_HK
dc.identifier.emailLoh, EKY: ekyloh@hkucc.hku.hken_HK
dc.identifier.authorityChu, SKW=rp00897en_HK
dc.identifier.authorityTse, SK=rp00964en_HK
dc.identifier.authorityLoh, EKY=rp01361en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lisr.2010.09.008en_HK
dc.identifier.scopuseid_2-s2.0-79956326681en_HK
dc.identifier.hkuros188431en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79956326681&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume33en_HK
dc.identifier.issue3en_HK
dc.identifier.spage236en_HK
dc.identifier.epage243en_HK
dc.identifier.eissn1873-1848-
dc.identifier.isiWOS:000291453300008-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridChu, SKW=9943688000en_HK
dc.identifier.scopusauthoridTse, SK=7006643153en_HK
dc.identifier.scopusauthoridLoh, EKY=18037756000en_HK
dc.identifier.scopusauthoridChow, K=37009703200en_HK
dc.identifier.citeulike9281049-

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