A Framework for Enhancing Scientific Inquiry Skills in Secondary Education

Thesis Abstract

In the context of secondary education, fostering robust scientific inquiry skills is vital for preparing students to navigate increasingly complex scientific challenges and to promote scientific literacy. Despite recognition of its importance, current instructional approaches often fail to adequately develop students’ abilities to formulate hypotheses, conduct systematic investigations, analyze data critically, and evaluate scientific evidence. This study aims to develop and empirically validate a comprehensive framework to enhance scientific inquiry skills among secondary school students. The specific objectives include identifying the key components of effective inquiry-based pedagogies, designing an intervention model grounded in constructivist theory and Taba's curriculum development model, and evaluating its impact on students’ inquiry skills, scientific attitudes, and academic achievement. The research adopted a quasi-experimental design with pre-test and post-test control groups. The population comprised 1,200 senior secondary school students enrolled in science courses across four public schools within a metropolitan district. A stratified random sampling technique was employed to select 360 students, divided equally into experimental and control groups, ensuring representation of different gender and academic ability levels. Data collection instruments included a validated Scientific Inquiry Skills Test (SIST), a Scientific Attitudes Questionnaire (SAQ), and an Academic Achievement Test (AAT), all subjected to pilot testing with reliability coefficients exceeding 0.80. Data analysis involved descriptive statistics, paired t-tests to compare pre- and post-intervention scores, and multivariate analysis of covariance (MANCOVA) to control for initial differences and examine the effect size of the intervention on inquiry skills and attitudes. The study anticipates that students exposed to the proposed inquiry skills enhancement framework will demonstrate significant improvements in their scientific inquiry abilities, positive scientific attitudes, and academic performance relative to counterparts in the control group. The findings are expected to substantiate that structured inquiry-based instructional strategies, aligned with the proposed framework rooted in constructivist learning theory and schema theory, significantly influence scientific skill acquisition. It is further hypothesized that the framework will facilitate an enduring understanding of scientific processes and promote inquiry-driven learning habits. This research contributes new insights into curriculum development and pedagogical strategies for science education by providing a validated, contextually adaptable framework for inquiry skill enhancement. It bridges the gap between theoretical constructs of inquiry learning and practical instructional implementation in secondary schools, offering a model that teachers can adopt and adapt within diverse educational settings. Additionally, the study advances the understanding of how inquiry-focused pedagogy impacts students’ scientific attitudes and academic achievement, thus informing policy and curriculum reforms aimed at scientific literacy. The main conclusion emphasizes the effectiveness of a structured inquiry framework in elevating secondary students’ scientific inquiry proficiency and fostering positive attitudes towards science. Based on these findings, it is recommended that science educators incorporate the proposed framework into instructional practices, emphasize inquiry-oriented pedagogy, and undertake professional development to equip teachers with skills for facilitating inquiry-based learning. Further research is suggested to explore long-term impacts of inquiry frameworks on students’ scientific careers and to adapt the model across different educational levels and cultural contexts, thereby broadening the scope and application of inquiry-based science education strategies.