Effects of inquiry- based tutor pedagogical content knowledge and practice on students’ chemistry performance in northern colleges of education

Abstract

This study aimed to investigate the effects of tutor pedagogical content knowledge (PCK) and practice on the achievement of pre-service teachers in inquiry-based chemistry instruction. The research employed a quantitative approach, collecting data through questionnaires from 97 respondents out of the total sample of 111, resulting in an 87% response rate. Additionally, an observation checklist was used. The findings indicated that respondents demonstrated a comprehensive understanding of the concept of inquiry-based instruction, as evidenced by high frequencies in 14 out of the 16 constructs examined. However, the study identified significant limitations in real-life study materials, revealing a deficiency in the technological resources required to foster effective inquiry-based instruction. Furthermore, it was noted that the timeframe allotted in the study syllabus did not adequately accommodate the implementation of inquiry-based instruction in a manner that is both efficient and effective. Additionally, the study revealed a positive relationship between inquirybased instruction and students' performance. The effective implementation of inquirybased instruction positively influenced students' academic outcomes. Moreover, it was found that pedagogical knowledge moderated the relationship between inquiry-based instruction and students' performance. A thorough grasp of tutor knowledge served as a foundation for understanding and implementing inquiry-based instruction, which, in turn, had a positive impact on students' performance. Based on these findings, the study recommends directing more attention toward improving all aspects of inquirybased instruction, with a particular focus on enhancing real-life simulators. Furthermore, it suggests revising the study syllabus, especially for science-based subjects, to allocate ample time for effective implementation and practice of inquirybased instruction. Future research is encouraged to develop a comprehensive research model that considers the broader concept of pedagogical knowledge across various teaching approaches. Additionally, future studies should consider larger sample sizes to further explore the topic.