The Impact of Individual and Group Work in Students’ Performance on Laboratory Work with Argument-Based Inquiry Instructional Strategy
Norhanifah binti Jaraie1, Denis D. Lajium2

1Norhanifah binti Jaraie, Universiti Malaysia Sabah, Malaysia.
2Denis D. Lajium, Universiti Malaysia Sabah, Malaysia.
Manuscript received on 15 June 2019 | Revised Manuscript received on 11 July 2019 | Manuscript Published on 17 July 2019 | PP: 530-535 | Volume-8 Issue-1C2 May 2019 | Retrieval Number: A10870581C219/2019©BEIESP
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Abstract: This preliminary study aims to investigate the impact of individual and group work on the argumentation discourse and performance of students’ laboratory work of chemistry in a Form 6 school centre in Kota Kinabalu, Sabah. An analysis type of investigation work with argument-based inquiry strategy was set to a group of 6 students. Three of them were doing investigation work individually, while the rest were in a group work. Data was collected from students’ argumentation discourse and their performance on the task. This data was triangulated by written documents of the students. The students’ quality of argumentation discourse and performance on the task were compared between individual work and group work. Observation data showed that the students in group work have better quality of argumentation discourse and performance on the task given than the students with individual work. Students’ assumption of role was observed in the group work, therefore it is suggested that only two of students is much preferred compared to three students in a group work. This study is to suggest the usage of laboratory work with argument-based inquiry instructional strategy as a guide module for Form Six Chemistry teachers who want to reflect on their teaching methods in laboratory.
Keywords: Argumentation Discourse, Students’ Performance, Laboratory Work.
Scope of the Article: Measurement & Performance Analysis