Relationship between Independence and Grit of high school students and Inquiry-Based Learning Activities

Abstract

This study aimed to obtain fundamental findings for enhancing inquiry-based learning in high schools. We surveyed 64 high school students who had completed two years of inquiry-based learning activities, focusing on "Independence" and "Grit" among the learners' intra-individual characteristics to explore their Relationship with inquiry-based learning activities. We grouped within-individual characteristics based on the mean of the Independence and Grit scores and performed an analysis of variance (ANOVA) to examine différences between groups. The analysis showed that the groups with higher-than-average ratings for both Initiative and Grit were higher than those with lower-than-average ratings for the appropriateness of setting inquiry themes, satisfaction with inquiry-based learning, and cooperation. This result indicates the necessity of fostering "Independence" and "Grit" in high school students to enhance inquiry-based learning. In addition, the qualitative analysis suggested that it is necessary to explicitly relate the learning content of Compulsory Subject 'Infomatics I' when engaging in inquiry.