The Psychological Influence of Inquiry-Based Learning on Students' Emotional Intelligence and Well-Being in Education

Abstract

Introduction: Learners' developmental progress and academic achievement depend heavily on their level of emotional intelligence (EI) and psychological health. There has, however, been limited study on the possible advantages of inquiry-based learning (IL) strategies in generating EI and enhancing health in psychology learners.

Objectives: In the framework of the teaching of psychology, the current research investigates how IL affects students' EI and health.

Methods: A collection of 56 grade 7 children from a pair of classes at various institutions made up the study's pre- and post-test population. Through the use of ANOVA, both inferential and descriptive statistics have been used to analyse the data.

Results: The study's findings showed that the study group's (IL method) kids had the highest levels of accomplishment in science. The learners who received instruction using the IL technique had higher science success for learners who had elevated EI than the learners who are instructed using the traditional learning strategy (control group). When subjected to the traditional teaching methods, the children who had little EI performed better on scientific tests than the study group.

Conclusions: The findings indicated that the impacts of learning strategy and EI on academic performance in science interacted. For children to perform better in science, teachers must employ IL. The EI of kids must be raised for IL to be successful.