Design and evaluation of a scalable inquiry-based chemistry labs framework for undergraduates

Thesis Abstract

The study addresses a persistent gap in undergraduate chemistry education the inconsistent quality and scalability of inquiry-based laboratory experiences that align with contemporary expectations of scientific practice and workforce readiness. While traditional cookbook labs often fail to cultivate authentic inquiry, limited access to well-structured, scalable lab frameworks constrains pedagogical innovation across institutions with diverse resources. The aim is to design, implement, and evaluate a scalable inquiry-based chemistry labs framework that supports consistent cognitive and practical gains for undergraduates across multiple sections and campuses. Specific objectives include (1) developing a modular, technology-enabled laboratory framework that encapsulates inquiry, experimentation, data analysis, and interpretation; (2) implementing the framework in three parallel undergraduate cohorts (n = 180 students total, approximately 60 per cohort) across two universities with comparable programs; (3) examining learning outcomes through validated instruments measuring inquiry skills, scientific reasoning, and conceptual understanding; (4) evaluating student engagement, intention to persist in STEM, and perceived laboratory quality; and (5) iterating the framework based on mixed-methods feedback to optimize scalability and transferability. A mixed-methods design is employed. The research design integrates a quasi-experimental component, with two treatment cohorts using the scalable inquiry-based framework and a control cohort following standard cookbook labs, across two consecutive semesters. The population comprises undergraduate chemistry majors in year two and three. A total sample of 540 enrolled students is anticipated (180 per institution, with 270 in the treatment arms and 270 in control). Data collection instruments include a validated Inquiries in Science Lab Instrument (ISLI) to assess inquiry performance and experimental design quality, the Lawson Classroom Test of Scientific Reasoning (LCTSR) for reasoning abilities, concept inventories tailored to core chemistry topics (e.g., thermodynamics, kinetics, spectroscopy), a standardized engagement survey, and laboratory report rubrics aligned with ANSI/ABET standards. Instrument validity and reliability will be established through expert review and pilot testing (Cronbach’s alpha > 0.80 for all scales). Data collection will occur at three time points baseline (pre-instruction), immediate post-instruction, and a delayed post-test after eight weeks to assess retention. Analytical approaches include analysis of covariance (ANCOVA) to compare post-test outcomes while controlling for prior achievement, multilevel modeling to account for nested data (students within sections within institutions), and repeated-measures ANOVA for temporal changes in outcomes. Regression analysis will explore predictors of improvement, including prior knowledge, engagement, and instructor fidelity to the framework. Qualitative data from student reflective journals, focus groups, and instructor interviews will be analyzed through thematic analysis to elucidate mechanisms of learning gains, barriers to implementation, and perceived authenticity of inquiry tasks. A convergent parallel design will integrate quantitative and qualitative findings to form a coherent interpretation. Key expected findings include statistically significant improvements in inquiry skills, scientific reasoning, and conceptual understanding for the treatment groups compared with controls, with effect sizes in the small-to-moderate range (Cohen’s d ~0.35–0.60). Engagement and perceived laboratory quality are anticipated to be higher in the treatment groups, and retention of learning gains is expected to persist at delayed post-test. The qualitative analysis is expected to reveal enhanced student autonomy, collaborative problem-solving, and exposure to authentic data-driven decision making, alongside practical challenges in scaling, such as instructor workload and technology integration. The study contributes to knowledge by providing a rigorously tested, scalable design for inquiry-based chemistry labs that can be adopted across institutions with varying resources, thereby offering a transferable model for modernizing laboratory education. It advances theories of inquiry-based learning and educational technology integration in STEM by empirically linking modular design, instructor fidelity, and student outcomes within a real-world, scalable framework. The recommendations will address fidelity monitoring, professional development for instructors, integration with digital analytics dashboards, and policy guidance for curriculum committees seeking to institutionalize scalable inquiry-based laboratories. The main conclusion is that a carefully designed, technology-enabled modular framework can deliver robust learning gains while maintaining scalability and equity in access. Practical recommendations include structured instructor training programs, standardized assessment across sites, and iterative refinement of modules based on ongoing data analytics to sustain improvements beyond the study period.