Achieving Critical Life Skills with Inquiry-Based Learning in Social Work Education: Self and Peer Assessment Reports
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper reflects the results from a 3-year quantitative study in higher education on inquiry-based learning (IBL). Utilizing primary data collection in a quasi-experimental survey, we examined the impact of IBL on six cohorts of undergraduate students. We aimed to answer our main research question: Can IBL be an effective pedagogy that helps students develop their key skills, through: (1) exploring how students assessed themselves and their peers on four skills; and (2) comparing student and peer assessments across social work courses utilizing IBL as pedagogy utilizing a social work course taught with traditional methods (non-IBL), and a nonsocial-work course using IBL. We analyzed the quantitative data applying bivariate analysis (paired and independent t-tests) with SPSS. We found that in social work and nonsocial-work courses using IBL as pedagogy, students and their peers identified an increase in the development of their key skills; peer-assessments were consistently higher than self-assessments. Our study reveals that IBL may offer an opportunity to provide authentic learning activities and assessments in social work education to support students’ development of four key skills required for success in higher education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it