The Relationship between Social Engagement in Experiments and Scientific Inquiry Competencies

Mediating Effect of Deep and Surface Learning Approaches

Abstract

Students' scientific inquiry competencies (SICs) are not only essential for success in science-related fields but also contribute to their overall intellectual and personal development. These competencies prepare students to face the challenges of the 21st century, promoting lifelong learning and becoming informed, critically thinking citizens. Therefore, it is important to investigate learning factors that are suspected to be essential for promoting these competencies. This study aimed to ascertain the mediating effect of learning approaches on the relationship between social engagement in experiments and SICs. A cross-sectional survey research design was adopted. A sample of 337 Laboratory Science and Technology (LST) students from five technical institutions in Tanzania were selected to take part in this study. Data were collected by administering social engagement and learning approaches survey questionnaires as well as the SICs test, and finally subjected to mediation analysis. The results revealed that students’ social engagement during the experiment has a significant positive effect on their use of the deep learning approach and not their use of the surface learning approach. In addition to that, it was found that students’ social engagement during scientific experiments has a significant positive effect on SICs, both in the presence and absence of mediators. Also, the results confirmed that students’ use of a deep learning approach has a significant positive effect on SICs, while students’ use of a surface learning approach has a significant negative effect on SICs. Lastly, the study established that only students’ use of a deep learning approach was a significant positive partial mediator of the relationship between students’ social engagement during scientific experiments and SICs. In conclusion, students’ social engagement and use of a deep learning approach are beneficial learning factors for promoting students’ SICs. Thus, it was recommended that instructors, while facilitating students’ execution of laboratory activities, emphasize students’ collaboration and use of a deep learning approach for enhancing their SICs.