Impact of inquiry-based learning on high school students’ biology comprehension

Thesis Abstract

The persistent challenge in biology education at the high school level lies in enhancing students’ comprehension and application of biological concepts through instructional strategies that promote active engagement and critical thinking. This study investigates the impact of inquiry-based learning (IBL) on high school students' comprehension of biology, aiming to determine whether this pedagogical approach significantly improves learning outcomes compared to traditional teaching methods. The specific objectives include assessing the effect of IBL on students’ understanding of core biology concepts, exploring changes in students’ attitudes towards biology post-intervention, and identifying factors that influence the effectiveness of inquiry-based strategies within the classroom context. Employing a quasi-experimental design, the research was conducted in two public high schools in a metropolitan city. A total of 200 students enrolled in Grade 11 biology classes participated in the study, with 100 students assigned to an experimental group utilizing IBL techniques and 100 to a control group receiving conventional lecture-based instruction. The selection was stratified to ensure demographic and academic variability. Data collection instruments comprised a validated biology comprehension test developed based on the curriculum's core competencies, pre- and post-intervention questionnaires measuring students’ attitudes towards biology, and classroom observation checklists to monitor fidelity of implementation. The data were subjected to comprehensive statistical analysis, including descriptive statistics, paired t-tests to assess within-group progress, and ANCOVA to compare post-test scores while controlling for pre-test differences. Additionally, a thematic analysis was conducted on qualitative data from classroom observations and open-ended survey responses to explore contextual factors influencing implementation efficacy. Structural equation modeling examined the mediating effects of students’ attitudes on comprehension gains. The theoretical framework integrated Bloom’s Taxonomy to conceptualize cognitive development and Vygotsky’s Social Constructivism to underpin the collaborative nature of inquiry-based learning. Preliminary findings are anticipated to reveal statistically significant improvements in biology comprehension among students exposed to IBL strategies, with gains exceeding those observed in the control group. It is also expected that positive shifts in students’ attitudes towards biology will correlate with higher achievement scores. The analysis is projected to identify key classroom practices and contextual factors, such as teacher facilitation skill and resource availability, that mediate the success of inquiry-based interventions. These outcomes are expected to contribute to a nuanced understanding of how inquiry approaches influence cognitive and affective dimensions of biology learning in secondary education. This research contributes to the body of knowledge by providing empirical evidence on the efficacy of IBL in enhancing biology comprehension among high school students, thereby informing curriculum development, instructional planning, and policy formulation within science education. It offers practical insights for teachers on effective implementation of inquiry strategies and highlights contextual factors that impact learning outcomes. The study’s limitations include geographical scope and the short-term assessment period; however, the findings establish a foundation for longitudinal investigations. Conclusively, the research advocates for integrating inquiry-based learning approaches into high school biology curricula to foster deep understanding and sustained interest in biological sciences. Recommendations include targeted teacher training on inquiry facilitation, development of resource-rich learning environments, and ongoing assessment of inquiry practices’ impact on student outcomes. Future research should explore longitudinal effects of inquiry-based programs and their scalability across diverse educational settings to maximize the pedagogical benefits identified herein.