Teaching Quantitative Research Methods with Three Methods of Learning

M Haviz, Ika Metiza Maris


This study aims to investigated the effect of lecture-discussion (LD), direct instruction (DI) and guide inqury (GI) to students’ achievement on quantitative design research. An experimental comparison group post-test only design was used to prove the hypothesis there is a significant difference of students’ achievement on undergraduate biology education class (BEC) and master's economic class (EC) with the using of LD, DI and GI. This study used 34 BECs’ student and 26 ECs’ student who take quantitative research courses in the academic year 2016-2017. The students’ achievement was measured by instrument of Research based Learning (RbL). The collected data has been analyzed by using descriptive statistics, and Chi-Square test to determine the comparison in both treatment of classes. The result of this study has shown that χ2scores of LD (71.276) and χ2scores of DI (203.12) > χ2 table α(0.05; 0.01) (15.507; 20.090). At the using of GI, the quality for students’ achievement scores on BEC is better than EC (standard vs. approaching standard). In conclusion, there was significant difference of students’ achievement on BEC and EC with the using of LD, DI and GI


lecture discussion; direct instruction; guide inquiry; quantitative research


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DOI: http://dx.doi.org/10.15548/jt.v25i3.394


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