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

Thesis Abstract

The persistent challenge of enhancing student achievement in high school chemistry necessitates the exploration of innovative pedagogical approaches, with inquiry-based learning (IBL) increasingly recognized for its potential to foster deeper conceptual understanding and scientific reasoning. This study aims to empirically assess the impact of inquiry-based learning strategies on high school students’ chemistry achievement, addressing the critical need to evaluate the effectiveness of student-centered instructional methods within the science education context. The specific objectives include (1) to determine the difference in chemistry achievement between students taught using inquiry-based learning versus traditional teaching methods; (2) to identify students’ perceptions of inquiry-based learning and its influence on their motivation and interest in chemistry; and (3) to examine the relationship between inquiry skills acquisition and academic performance in chemistry. A quasi-experimental research design with a mixed-methods approach was employed. The study population comprised 400 senior secondary school students enrolled in chemistry classes across ten randomly selected schools in the metropolitan area. The sample consisted of 200 students exposed to inquiry-based learning (treatment group) and 200 students taught via conventional methods (control group), selected through stratified random sampling to ensure demographic representativeness. Data collection instruments included standardized chemistry achievement tests, designed to assess conceptual understanding and problem-solving skills, and a Likert-scale questionnaire developed to gauge students’ perceptions concerning engagement, motivation, and attitudes towards chemistry learning. The instruments’ validity was established through expert review, and reliability was verified using Cronbach’s alpha, which exceeded 0.80 for all measures. Data analysis involved the use of descriptive statistics to summarize demographic and baseline data, followed by inferential tests such as Analysis of Covariance (ANCOVA) to compare post-test achievement scores between groups while controlling for pre-test scores. Thematic analysis was employed to interpret qualitative data obtained from open-ended survey responses concerning students’ experiences. Structural Equation Modeling (SEM) was utilized to examine the mediating effects of inquiry skills on the relationship between teaching method and academic performance. It is anticipated that students engaged in inquiry-based learning will demonstrate significantly higher achievement scores compared to their counterparts taught through traditional methods. Furthermore, qualitative findings are expected to reveal enhanced motivation, engagement, and positive attitudes towards chemistry among inquiry learners. The study also hypothesizes that acquisition of inquiry skills mediates the positive effect of IBL on academic achievement. These results will contribute valuable empirical evidence to the discourse on instructional strategies in science education, particularly within the context of high school chemistry, and provide data-driven insights for policy formulation and classroom practice. The findings will underscore the importance of integrating inquiry-based learning approaches to improve chemistry achievement and foster scientific literacy among secondary students. The study recommends sustained professional development for chemistry teachers in inquiry methodology, curriculum revisions to embed inquiry activities, and further longitudinal research to examine long-term impacts. Overall, this research advances understanding of pedagogical innovations in science education and offers a framework for optimizing instructional practices to enhance student learning outcomes in chemistry, with implications for educators, curriculum developers, and policymakers committed to fostering scientific excellence in secondary education.