Assessing the Impact of Inquiry-Based Learning on College Chemistry Students' Conceptual Understanding

Thesis Abstract

This study investigates the impact of inquiry-based learning (IBL) on college chemistry students' conceptual understanding, addressing the growing concern that traditional didactic instruction may not effectively foster deep comprehension of complex chemical concepts. Despite widespread adoption of active learning strategies, empirical evidence regarding the specific influence of IBL in tertiary chemistry education remains limited, particularly within contexts emphasizing constructivist approaches rooted in the theoretical frameworks of Piaget's cognitive development theory and Vygotsky's social constructivism. The primary aim of this research is to evaluate whether implementing inquiry-based methods enhances students’ conceptual grasp, retention, and transfer of key chemical principles. The study specifically seeks to compare pre- and post-intervention conceptual understanding levels, analyze the influence of inquiry-based pedagogies on students' critical thinking and problem-solving skills, and explore students’ perceptions of IBL as an effective learning strategy. Employing a quasi-experimental research design, the study involves a purposive sample of 200 second-year college chemistry students enrolled in introductory organic chemistry courses at three accredited universities. These institutions were selected for their diverse student populations and willingness to integrate inquiry-based teaching modules. Participants are randomly assigned into experimental and control groups, with the experimental cohort experiencing an eight-week inquiry-based curriculum complemented by practical laboratory investigations, whereas the control group engages in conventional lecture-led instruction. Data collection instruments include validated multiple-choice and open-ended conceptual assessments adapted from the Chemistry Concept Inventory (CCI), students’ reflective journals, and a structured Likert-scale questionnaire evaluating attitudes towards inquiry learning. Validity and reliability of instruments are confirmed through pilot testing and Cronbach's alpha coefficients exceeding 0.85. Quantitative data are analyzed using descriptive statistics, paired and independent samples t-tests to evaluate pre- and post-test differences, and analysis of covariance (ANCOVA) to control for baseline variances. Additionally, multiple regression analysis examines predictors of conceptual gains, and thematic analysis is applied to qualitative reflections to elucidate students’ perceptions and experiences. The study also employs structural equation modeling (SEM) to explore the relationships between inquiry-based practice, student engagement, and conceptual understanding. Expected findings suggest that students exposed to inquiry-based learning will demonstrate statistically significant improvements in conceptual understanding compared to those in traditional instruction. The research anticipates revealing positive correlations between active participation in inquiry tasks and the development of higher-order cognitive skills, consistent with the constructivist learning theories underpinning IBL. Analysis of qualitative data is expected to highlight increased learner motivation, autonomy, and perceived relevance of chemical concepts, which may contribute to sustained conceptual gains. This research contributes to the existing knowledge base by providing empirical evidence on the efficacy of inquiry-based pedagogies in tertiary chemistry education, particularly within diverse student populations. It offers nuanced insights into how inquiry strategies influence conceptual development and offers practical guidance for curriculum developers, educators, and policymakers seeking to promote active learning environments. The conclusions affirm that integrating inquiry-based approaches significantly enhances students’ conceptual understanding, critical thinking, and engagement, thereby recommending wider adoption of inquiry-driven curricula in college chemistry courses. Future research directions include longitudinal studies to assess the long-term retention of conceptual knowledge and investigations into inquiry-based methods tailored for different science disciplines.