Nani Teig|Ronny Scherer|Trude Nilsen
More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science
University of Oslo|University of Oslo|University of Oslo
previous studies assumed linear relationship inquirybased teaching student achievement science however assumption may questionable recent evidence effectiveness inquirybased teaching yielded conflicting findings test linearity assumption present study investigated relation inquirybased teaching achievement taking account possible existence nonlinear relations using norwegian timss 2015 data multilevel structural equation modeling analysis showed relationship curvilinear inquirybased teaching positively correlated achievement high frequency inquiry activities negatively related achievement furthermore found classroom ses affect strength relationship inquiry achievement findings challenge linearity assumption contribute explaining conflicting evidence earlier research well promote effectiveness inquirybased teaching regardless students socioeconomic backgrounds