Design and evaluation of an inquiry-based biology classroom module for high school students

Thesis Abstract

The study addresses the persistent challenge of fostering deep conceptual understanding and scientific inquiry skills in high school biology amidst traditional teacher-centered pedagogy and curricular pressures. Although inquiry-based learning (IBL) has shown promise in promoting learner autonomy and critical thinking, its systematic design, implementation, and evaluation within standard biology units remains underexplored in secondary education contexts. The aim is to design a coherent inquiry-based biology classroom module and evaluate its effectiveness on students’ conceptual understanding, inquiry skills, motivation, and attitudes toward science. Specific objectives are to (1) develop a modular IBL sequence aligned with the biology curriculum and classroom realities, (2) implement the module with 10 intact classes (n ? 260 students) across three secondary schools, (3) assess changes in conceptual mastery using a validated biology concept inventory, (4) examine enhancements in inquiry dispositions through a structured observation protocol and a mixed-methods instrument, (5) evaluate student engagement and motivation via the Science Motivation Questionnaire II, and (6) identify facilitators and barriers to implementation from teacher interviews and reflective journals. The theoretical framework integrates the Constructivist–Sociocultural Theory and the Science Ideation framework to explain how learner-constructed knowledge emerges through guided inquiry, peer collaboration, and authentic scientific practices, supplemented by Bandura’s Social Cognitive Theory to account for classroom self-efficacy and motivation. The research adopts a mixed-methods design, with a quasi-experimental component (non-randomized pretest–posttest control group) and a qualitative process evaluation. The population comprises biology teachers and their students in grades 9–10 within three urban-peripheral school districts. A two-stage sampling approach selects six teachers (three intervention, three comparison) and approximately 260 students (130 per group) who are enrolled in the participating biology courses. Data collection employs (a) an adapted Biology Concept Inventory administered at pre- and post-test intervals, (b) an Observation Protocol for Inquiry-Based Practice completed by trained researchers during three module units, (c) a Student Engagement and Motivation Survey adapted from established instruments, (d) teacher interviews and student reflective journals for process data, and (e) a short performance task rubric for authentic scientific inquiry products. Instrument validity and reliability are established through content validity with a panel of biology educators and pilots (Cronbach’s alpha > .80 for scales; inter-rater reliability ? > .75 for observational coding). Data analysis integrates quantitative and qualitative methods ANCOVA will compare posttest scores on the concept inventory between groups, controlling for pretest differences; MANOVA will assess multiple dependent variables (conceptual understanding, inquiry skills, motivation); regression analyses will explore predictors of performance gains. Qualitative data will be analyzed using thematic analysis to identify patterns in implementation experiences, barriers, and enablers; triangulation will consolidate findings across data sources. Expected findings include statistically significant improvements in conceptual understanding and inquiry skills among students exposed to the IBL module, with elevated engagement and self-regulated learning indicators. The qualitative process evaluation is anticipated to reveal critical factors such as timely teacher professional development, collaborative planning time, classroom micro-structure for inquiry cycles, and resource alignment with the national biology curriculum. The study contributes to knowledge by providing a rigorously evaluated, scalable IBL module with explicit design principles, assessment instruments, and implementation guidelines adaptable to diverse secondary education settings. It also advances theoretical understanding of how constructivist and sociocultural mechanisms interact with teacher supports to effect meaningful learning gains in biology. The main conclusion is that a carefully designed, teacher-facilitated inquiry-based module can substantially improve both conceptual mastery and scientific inquiry competencies, when supported by targeted professional development, structured rubrics, and aligned assessment. Practical recommendations include (a) embedding professional development focused on inquiry facilitation and assessment design, (b) ensuring access to appropriate laboratory resources and field activities, (c) providing exemplar lesson sequences and assessment rubrics to teachers, and (d) implementing ongoing formative assessment to monitor inquiry progression. Suggestions for future research involve investigating long-term impacts on student achievement across different curricular contexts, exploring digital or remote implementations of IBL modules, and examining equity outcomes in diverse student populations.