Design, implementation, and evaluation of inquiry-based chemistry lab modules for undergraduate education

Thesis Abstract

This study addresses the persistent gap between traditional laboratory instruction and the development of higher-order thinking skills in undergraduate chemistry students by evaluating inquiry-based lab modules designed to foster scientific reasoning, problem-solving, and authentic experimental practice. The aim is to design, implement, and evaluate a cohesive set of inquiry-based chemistry lab modules aligned with contemporary pedagogical theories to improve conceptual understanding, procedural fluency, and student-engagement in introductory and intermediate chemistry laboratories. Specific objectives include (1) developing a modular suite of inquiry-based experiments spanning core topics in general and inorganic chemistry, (2) assessing changes in students’ scientific reasoning and conceptual understanding using validated instruments, (3) examining shifts in student motivation, epistemic beliefs, and self-efficacy as related to inquiry-based learning, (4) evaluating the feasibility, scalability, and fidelity of module implementation across multiple sections, and (5) providing evidence-based recommendations for integration into standard undergraduate curricula. The research adopts a mixed-methods design anchored in social constructivist and/or situative learning theories, with component analyses guided by the Theory of Situated Learning and the Inquiry-Based Science Education framework. The population comprises undergraduate chemistry students enrolled in two universities over two consecutive semesters, with a total pool of approximately 720 students. A stratified random sampling approach yields 24 class sections (12 control, 12 experimental) and an estimated sample size of 480 students for the quantitative strand. In addition, purposive sampling selects 20-30 students from experimental sections for in-depth qualitative data, complemented by 12 tutorial staff and five course coordinators for process-focused insights. Data collection instruments include (i) a validated concept inventory and a chemistry-specific scientific reasoning assessment administered pre- and post-intervention (n?480); (ii) an attitudinal survey measuring motivation, self-efficacy, and epistemic beliefs related to inquiry-based learning (n?480); (iii) an instructor and student engagement rubric to assess fidelity and engagement during lab sessions (n?24 sections); (iv) performance-based lab reports coded with a rubric addressing inquiry quality, experimental design, data interpretation, and justification of conclusions (n?24 sections); (v) semi-structured interviews and focus groups with students (n?40) and instructors (n?6) to capture experiences, challenges, and perceived outcomes; and (vi) document analysis of lab manuals, assessment tasks, and course syllabi to determine alignment with learning objectives. Quantitative data will be analyzed using multivariate analyses, including ANCOVA to compare post-test outcomes while controlling for pre-test scores, multiple regression to identify predictors of learning gains, and MANOVA to assess group differences across multiple dependent variables. Item response theory (IRT) may be employed to evaluate instrument validity at scale. Qualitative data will undergo thematic analysis, with coding conducted by two independent researchers and triangulated with quantitative results. A process evaluation will use fidelity metrics to examine adherence to designed inquiry prompts, duration of inquiry cycles, and scaffolding strategies. An integrative synthesis will apply a convergent parallel design approach to draw overarching inferences from both data strands. Expected findings include statistically significant gains in scientific reasoning, conceptual mastery, and lab-report quality for students exposed to inquiry-based modules compared with traditional labs, alongside higher motivation, more sophisticated epistemic beliefs, and greater self-efficacy. Qualitative findings are anticipated to reveal enhanced student autonomy, collaborative inquiry practices, and perceived alignment between laboratory activities and authentic scientific practices, with identified moderators such as prior content knowledge and instructor scaffolding. The study contributes to knowledge by providing empirical evidence on the effectiveness and scalability of inquiry-based laboratory pedagogy in undergraduate chemistry, offering a validated set of modular activities, assessment instruments, and a fidelity framework for broader adoption. It advances understanding of how structured inquiry, teacher scaffolds, and authentic assessment interact to improve outcomes in chemistry education and informs policy decisions regarding curriculum design and resource allocation. The conclusion emphasizes that well-designed inquiry-based lab modules can produce meaningful gains in conceptual understanding and scientific reasoning without compromising content coverage, provided that implementation includes explicit goals, calibrated scaffolding, robust assessment, and continuous teacher development. Recommendations include expanding the modular library for diverse institutional contexts, integrating professional development focused on inquiry facilitation, refining assessment tools for cross-institutional comparability, and conducting longitudinal studies to examine retention and transfer of inquiry skills beyond the initial course.