Assessing Inquiry-Based Science Teaching in a Regional School District's High Schools

Thesis Abstract

This study investigates the implementation and impact of inquiry-based science teaching (IBST) within a regional school district's high schools, addressing concerns that student engagement and conceptual understanding in science remain uneven despite policy drives toward student-centered pedagogy. The central aim is to evaluate the fidelity of IBST practices, identify determinants of effective implementation, and examine associations with student learning outcomes, attitudes, and teacher professional development. Specific objectives are (1) to document the prevalence and modes of IBST across biology, chemistry, and physics classrooms; (2) to examine teachers’ beliefs, instructional resources, and PLD (professional learning and development) experiences as predictors of IBST; (3) to assess student achievement gains and shifts in scientific reasoning and inquiry skills; (4) to explore student and teacher experiences through qualitative accounts to illuminate enablers and barriers; and (5) to formulate evidence-based recommendations for district-wide enhancement of IBST. The methodology adopts a mixed-methods case study design conducted over three academic terms in five high schools within the district. The population comprises 60 science teachers and approximately 3,000 students enrolled in grades 9–12. A stratified random sample of 40 teachers (representing chemistry, biology, and physics) and 1,200 students will be selected, while purposive sampling will identify 12 department heads and 6 district science coordinators for enriched insights. Data collection instruments include (i) classroom observation rubrics aligned with IBST rubrics, (ii) a teacher questionnaire capturing beliefs about IBST, perceived precarity of inquiry, resource access, and PD experiences, (iii) a student attitude and self-efficacy scale toward science, (iv) external assessment scores on standardized state exams, (v) a performance-based assessment of inquiry skills comprising hypothesis generation, experimental design, data interpretation, and conclusion validity, (vi) semi-structured interviews with teachers, students, and administrators, and (vii) document analysis of unit plans, lesson plans, and district IBST-related policies. Validity and reliability will be established through pilot testing, expert review, Cronbach’s alpha for scales, and inter-rater reliability for observational coding. Data analysis will integrate (a) descriptive statistics and frequency analysis of IBST practices, (b) multilevel regression to model relationships between IBST intensity, teacher PD, and student achievement while controlling for prior attainment and school context, (c) repeated-measures ANOVA to track changes in student attitudes and inquiry skills over time, (d) thematic analysis of interview transcripts to extract dominant patterns related to affordances and barriers, and (e) structural equation modeling to test a theoretical model linking teacher factors, classroom practices, student outcomes, and perceptions of scientific inquiry. The theoretical framework draws on constructivist theory and the 5E (Engage-Explore-Explain-Elaborate-Evaluate) model, along with Bandura’s social cognitive theory to account for self-efficacy in inquiry-based tasks. Expected findings include (i) substantial variability in IBST implementation across schools and subjects, with biology classrooms showing comparatively higher IBST enactment than physics; (ii) positive associations between robust PD in inquiry-based methods and both observed IBST fidelity and student inquiry skills; (iii) moderate improvements in student achievement on inquiry-based performance tasks and favorable shifts in scientific attitudes and self-efficacy; (iv) district-level administrative support and access to updated laboratories and digital inquiry tools as critical enablers, whereas time constraints and standardized testing pressures act as significant barriers. The study anticipates identifying a mediating role for teacher collaboration networks and access to curated IBST resource repositories in strengthening practice. Contribution to knowledge includes a context-rich evaluation of IBST within a regional district, offering transferable insights into how district policy, teacher development, and resource provision interact to influence inquiry-oriented science teaching and learning. The study will produce a practical framework for sustained IBST implementation, calibrated to real-world constraints of secondary education systems. The main conclusion is that fidelity to IBST correlates with measurable gains in student inquiry capabilities when supported by continuous PD, aligned assessments, and adequate laboratory resources; recommendations emphasize structured professional learning communities, redesigned unit templates anchored in the 5E model, time allocation for inquiry tasks, and district-level monitoring of IBST fidelity through regular collaborative reviews.