Assessing the Impact of Inquiry-Based Approaches on High School Chemistry Learning Outcomes

Thesis Abstract

The persistent challenge of improving high school chemistry achievement necessitates exploring innovative pedagogical approaches that engage students actively and enhance conceptual understanding. This study investigates the impact of inquiry-based approaches (IBAs) on high school students’ learning outcomes in chemistry, aiming to provide empirical evidence to inform instructional practices and policy formulations. The specific objectives include (1) assessing the level of implementation of IBAs among chemistry teachers; (2) evaluating students’ academic performance in chemistry before and after exposure to IBAs; (3) examining students’ perceptions of inquiry-based learning; (4) identifying contextual factors influencing the effectiveness of IBAs; and (5) establishing the relationship between inquiry-based practices and students’ cognitive and affective outcomes. A mixed-methods research design was employed, integrating a quasi-experimental approach with surveys and interviews to triangulate data and provide comprehensive insights. The population comprised 25 public high schools within the metropolitan district, with a total of 600 Form 3 chemistry students and 50 chemistry teachers. A multistage sampling technique was used to select 10 schools demonstrating varying levels of inquiry-based instruction, from which a total of 200 students and 20 teachers participated. Quantitative data on students’ academic performance were collected through standardized chemistry tests administered pre- and post-intervention, while qualitative data were obtained via semi-structured interviews with teachers and focus group discussions with students. The intervention involved a 12-week implementation of inquiry-based lessons aligned with the national chemistry curriculum. The validity and reliability of the test instruments were established through expert review and pilot testing, yielding a Cronbach’s alpha of 0.87. Data analysis employed paired sample t-tests to compare pre- and post-test scores, hierarchical multiple regression to determine predictors of academic achievement, and thematic analysis for qualitative data. Additionally, analysis of variance (ANOVA) was conducted to examine differences based on gender and school type, while the theoretical framework was grounded in constructivist learning theories, notably Piaget’s cognitive development theory and Vygotsky’s social constructivism, which emphasize active learner engagement and scaffolding. Expected findings suggest a statistically significant improvement in students’ chemistry achievement following the integration of inquiry-based approaches. Furthermore, qualitative results are anticipated to reveal increased student motivation, improved conceptual understanding, and enhanced critical-thinking skills. The study hypothesizes that teachers’ proficiency in implementing IBAs moderates the effectiveness of inquiry-based instruction, with contextual factors such as class size and resource availability influencing outcomes. This research contributes to the body of knowledge by providing rigorous empirical evidence on the efficacy of inquiry-based pedagogies in high school chemistry, filling gaps identified in previous studies concerning contextual applicability and student perceptions. It offers a nuanced understanding of how IBAs translate into measurable cognitive and attitudinal gains, anchored by a comprehensive analytical framework. The main conclusion underscores the positive impact of inquiry-based approaches on students’ learning outcomes and advocates for targeted professional development to enhance teachers’ inquiry facilitation skills. Recommendations include integrating IBAs systematically into chemistry curricula, increasing resource support for inquiry activities, and fostering school policies that promote active learning. Further research should explore longitudinal effects of inquiry-based teaching and its scalability across diverse educational settings, with particular attention to student diversity and resource constraints.