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Can Scientific-Based Learning Close the Gap in Understanding Science Concepts between Underachiever and High-Achiever Students?

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Title: Can Scientific-Based Learning Close the Gap in Understanding Science Concepts between Underachiever and High-Achiever Students?
Language: English
Authors: Baskoro Adi Prayitno, Sri Widoretno, Bowo Sugiharto, Dwi Oetomo
Source: Journal of Teaching and Learning. 2026 20(1):280-296.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Grade 12
High Schools
Secondary Education
Descriptors: Scientific Concepts, Low Achievement, High Achievement, Grade 12, High School Students, Teaching Methods, Inquiry, Discovery Learning, Investigations, Lecture Method, Instructional Effectiveness, Learning Processes
ISSN: 1492-1154
1911-8279
Abstract: Teachers commonly employ inquiry learning, discovery, and group investigation in science education. However, there is limited research on the efficacy of these learning methods in reducing the disparity in students' scientific conceptual understanding between underachievers (UA) and high achievers (HA). The primary objective of this research was to assess the effectiveness of these learning methods in closing the disparity in scientific conceptual understanding among students. This research involved 192 twelfth-grade students (96 UA and 96 HA). Students were randomly assigned to four learning treatments: inquiry, discovery, group investigation, and varied lecture. Students took an essay test to measure their scientific conceptual understanding before and after the treatment. The gap in students' scientific conceptual understanding was analyzed by examining the interaction between the learning methods and their academic abilities. The outcomes indicated no distinction in scientific conceptual understanding among the three treatment groups (inquiry, discovery, and group investigation). Nonetheless, variations in students' scientific conceptual understanding were observed in varied lecture learning settings. The study affirmed disparities in the comprehension of scientific concepts between UA and HA students across inquiry, discovery, and varied lecture learning. Interestingly, no variation in the understanding of scientific concepts was identified between UA and HA students in the context of group-investigation learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494661
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Can Scientific-Based Learning Close the Gap in Understanding Science Concepts between Underachiever and High-Achiever Students?
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  Data: <searchLink fieldCode="AR" term="%22Baskoro+Adi+Prayitno%22">Baskoro Adi Prayitno</searchLink><br /><searchLink fieldCode="AR" term="%22Sri+Widoretno%22">Sri Widoretno</searchLink><br /><searchLink fieldCode="AR" term="%22Bowo+Sugiharto%22">Bowo Sugiharto</searchLink><br /><searchLink fieldCode="AR" term="%22Dwi+Oetomo%22">Dwi Oetomo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning%22"><i>Journal of Teaching and Learning</i></searchLink>. 2026 20(1):280-296.
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  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22High+Achievement%22">High Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Discovery+Learning%22">Discovery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Investigations%22">Investigations</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
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  Data: 1492-1154<br />1911-8279
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  Data: Teachers commonly employ inquiry learning, discovery, and group investigation in science education. However, there is limited research on the efficacy of these learning methods in reducing the disparity in students' scientific conceptual understanding between underachievers (UA) and high achievers (HA). The primary objective of this research was to assess the effectiveness of these learning methods in closing the disparity in scientific conceptual understanding among students. This research involved 192 twelfth-grade students (96 UA and 96 HA). Students were randomly assigned to four learning treatments: inquiry, discovery, group investigation, and varied lecture. Students took an essay test to measure their scientific conceptual understanding before and after the treatment. The gap in students' scientific conceptual understanding was analyzed by examining the interaction between the learning methods and their academic abilities. The outcomes indicated no distinction in scientific conceptual understanding among the three treatment groups (inquiry, discovery, and group investigation). Nonetheless, variations in students' scientific conceptual understanding were observed in varied lecture learning settings. The study affirmed disparities in the comprehension of scientific concepts between UA and HA students across inquiry, discovery, and varied lecture learning. Interestingly, no variation in the understanding of scientific concepts was identified between UA and HA students in the context of group-investigation learning.
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  Data: 2026
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  Data: EJ1494661
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 280
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      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Low Achievement
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      – SubjectFull: High Achievement
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      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Discovery Learning
        Type: general
      – SubjectFull: Investigations
        Type: general
      – SubjectFull: Lecture Method
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Learning Processes
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    Titles:
      – TitleFull: Can Scientific-Based Learning Close the Gap in Understanding Science Concepts between Underachiever and High-Achiever Students?
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