Impact of inquiry-based labs on high school biology literacy and motivation

Thesis Abstract

The study investigates how inquiry-based laboratory pedagogy influences high school biology literacy and student motivation within mainstream biology classes in an urban district, addressing the persistent gap between science standards and student engagement. Despite widespread adoption of hands-on labs, evidence on how inquiry-centric approaches affect literacy components—conceptual understanding, argumentation, data interpretation, and scientific communication—and motivational constructs such as intrinsic motivation, self-efficacy, and goal orientation remains fragmented. The aim is to determine whether structured inquiry-based labs yield measurable improvements in biology literacy and motivation, and to identify mediating or moderating factors such as prior achievement, teacher scaffolding, and classroom climate. Specific objectives are (i) to compare changes in biology literacy scores between students engaging in inquiry-based labs and those receiving traditional instruction over a 12-week unit; (ii) to assess shifts in motivation using constructs derived from Self-Determination Theory and Achievement Goal Theory; (iii) to examine the relationship between literacy gains and motivational changes; (iv) to explore teacher practices that facilitate or constrain inquiry-based implementation; and (v) to propose a scalable model for integrating inquiry-based labs into standard biology curricula. A quasi-experimental mixed-methods design will be employed. The population comprises 24 secondary schools within a metropolitan school district, with 48 biology classes (approximately 1,500 students) participating across two consecutive academic terms. Schools will be matched on demographic characteristics and prior achievement and then randomized to either the intervention (inquiry-based labs embedded in a five-unit sequence) or control (standard inquiry- or cookbook-style labs) conditions. Data collection will include (i) biology literacy assessment using a validated 40-item multiple-choice and short-answer instrument aligned with national biology standards; (ii) motivation measures, including the Motivated Strategies for Learning Questionnaire (MSLQ) subscales for intrinsic motivation, extrinsic motivation, and self-efficacy; (iii) a performance-based assessment of scientific reasoning and data interpretation using real-world datasets; (iv) classroom observation protocols to capture fidelity and quality of inquiry implementation; and (v) semi-structured interviews with 24 teachers and 60 students to triangulate quantitative findings and elucidate contextual factors. Instruments will undergo content validity review by biology education experts and pilot testing in two schools. Quantitative data will be analyzed using multilevel linear modeling to account for nested data (students within classes within schools), with fixed effects for group, time, and their interaction, and random effects for class. Mediation analyses will test whether literacy gains mediate motivation outcomes. Thematic analysis of interview transcripts and observation notes will identify patterns of successful scaffolding, student agency, and classroom discourse, guided by the theoretical frameworks of Self-Determination Theory and Bandura’s Social Cognitive Theory. Expected findings include statistically significant improvements in biology literacy scores and intrinsic motivation in the intervention group relative to controls, with effect sizes in the small-to-moderate range (Cohen’s d = 0.30–0.50) for literacy and 0.25–0.45 for intrinsic motivation. It is anticipated that gains in scientific reasoning will correlate positively with changes in self-efficacy and internal goal orientation. The study expects to reveal critical mediators such as teacher open-ended questioning, structured student collaboration, and explicit emphasis on data interpretation and argumentation. Potential moderators may include prior achievement, classroom culture, and teacher professional development exposure. The contribution to knowledge lies in providing robust, large-scale empirical evidence on the dual impact of inquiry-based biology labs on literacy and motivation, clarifying mechanisms, and offering a scalable, evidence-based implementation model for practice and policy. Based on findings, the study will advance theoretical understanding of how inquiry-based experiences shape literacy and motivation in secondary science and inform practical guidelines for teacher preparation, curriculum design, and assessment practices. Recommendations include targeted professional development focused on scaffolding inquiry, alignment of assessment with inquiry outcomes, and resource allocation to sustain laboratory-based pedagogy beyond pilot phases.