A Framework for Enhancing Scientific Inquiry Skills in Secondary Education

Thesis Abstract

The development of scientific inquiry skills among secondary school students remains a critical challenge impeding the quality of science education and the cultivation of scientific literacy necessary for informed decision-making in contemporary society. Despite existing curricular efforts, many students exhibit limited abilities in hypothesis formulation, experimental design, data analysis, and critical evaluation, necessitating the development of a structured instructional framework that systematically enhances these skills. This study aims to develop, validate, and contextualize a comprehensive framework for improving scientific inquiry skills within secondary education settings. The specific objectives include identifying key components of effective inquiry-based teaching, exploring students' existing inquiry competencies, and designing a pedagogical model that integrates best practices rooted in constructivist and inquiry-based pedagogical theories, notably the Model of Scientific Inquiry (National Research Council, 2000) and Vygotsky’s Social Constructivism. The research adopts a mixed-methods sequential exploratory design. Quantitative data were gathered through a descriptive survey administered to 400 senior secondary students across four urban and rural schools using a validated instrument measuring perceived inquiry skills. Qualitative data collection involved semi-structured interviews with twenty science teachers, focusing on instructional strategies and perceived barriers to fostering inquiry skills. Convenience sampling was employed in selecting both schools and participants, ensuring diversity in school type, geographical location, and student performance. Data analysis entailed exploratory factor analysis (EFA) to identify core inquiry components, followed by multivariate analysis of variance (MANOVA) to examine differences among student groups based on demographic variables. The qualitative data were analyzed through thematic analysis to identify instructional practices and contextual factors influencing inquiry skill development. Expected findings suggest that scientific inquiry skills encompass multiple dimensions, including hypothesis generation, experimental planning, data interpretation, and scientific argumentation, which can be effectively bolstered through targeted pedagogical interventions. The framework hypothesized to emerge from this research will articulate specific instructional strategies, assessment rubrics, and classroom conditions conducive to inquiry skill enhancement. It is expected that the model will demonstrate significant correlations between structured inquiry activities and students’ inquiry competency improvements, with variations accounting for demographic and contextual factors. This study contributes to knowledge by offering a rigorously tested, theoretically grounded pedagogical framework tailored to secondary science classrooms, filling existing empirical and practical gaps in inquiry-based science education literature. It advances understanding of the critical instructional components and contextual considerations necessary for fostering scientific inquiry skills at this educational level. The integration of constructivist and inquiry models into a coherent framework provides a replicable and adaptable tool for curriculum designers, educators, and policymakers aiming to elevate science literacy and investigatory capabilities among secondary students. The main conclusion underscores the efficacy of systematically designed inquiry-focused pedagogies in developing essential scientific skills, emphasizing the necessity of supportive classroom environments, teacher professional development, and formative assessment strategies. The study recommends the adoption of the proposed framework across secondary science curricula, with ongoing evaluation to refine its applicability. Future research should explore longitudinal impacts of inquiry-focused pedagogy and its influence on students’ pursuit of STEM careers, as well as adaptation strategies for diverse geographical and socio-economic contexts. Overall, this research offers a significant step toward operationalizing inquiry-based science education in secondary settings, promoting a more inquiry-oriented, student-centered learning environment.