Assessing the Impact of Inquiry-Based Learning on High School Science Achievement

Thesis Abstract

The persistent challenge of improving science achievement among high school students has prompted educators and policymakers to explore innovative instructional strategies, with inquiry-based learning (IBL) gaining prominence as a promising pedagogical approach. Despite widespread theoretical support for IBL, empirical evidence regarding its effectiveness in enhancing science achievement at the high school level remains fragmented and context-specific. This study aims to systematically assess the impact of inquiry-based learning on high school science achievement, specifically examining its effects on students' conceptual understanding, practical skills, and scientific attitude. The research has three core objectives (1) to compare the science achievement scores of students taught via inquiry-based learning versus traditional teacher-centered methods; (2) to investigate students’ perceptions and attitudes toward science within each instructional approach; and (3) to identify the moderating effects of teachers’ implementation fidelity and students’ learning styles on achievement outcomes. The study adopts a quasi-experimental research design involving two groups an experimental group comprising 250 students from five public high schools implementing inquiry-based instructional strategies, and a control group of 250 students from equivalent schools continuing with conventional teaching methods. The population consists of senior secondary school science students enrolled in Physics, Chemistry, and Biology courses during the academic year. Stratified random sampling ensures diverse representation across gender and socioeconomic backgrounds. Data collection instruments include standardized science achievement tests aligned with national curricula, questionnaire items measuring students’ attitudes toward science, and an instructional fidelity checklist completed by classroom observers. To enhance validity and reliability, instruments are subjected to pilot testing, internal consistency analysis (Cronbach’s alpha), and content validation by subject matter experts. Data analysis employs a combination of descriptive statistics, independent samples t-tests, and multivariate analysis of covariance (MANCOVA) to compare achievement scores between groups, controlling for pre-test performance and demographic variables. Hierarchical regression analyses are conducted to examine moderating effects of learning styles and teaching fidelity. Thematic analysis of qualitative data from student interviews provides additional insights into students’ perceptions and cognitive engagement with inquiry-based approaches. Expected findings suggest that students engaged in inquiry-based learning will demonstrate significantly higher post-test science achievement scores compared to their counterparts in traditional classrooms. It is anticipated that positive attitudes toward science will be more prevalent among students in the experimental group, correlating with their achievement gains. The analysis aims to reveal that the fidelity of inquiry implementation mediates the extent of achievement improvement, and that student learning styles (e.g., visual, kinesthetic) influence their responsiveness to inquiry-based methods. This research will contribute to the existing body of knowledge by providing robust empirical evidence on the effectiveness of inquiry-based learning in enhancing high school science achievement, thereby informing curriculum developers, educators, and policymakers. It will elucidate the conditions under which inquiry methods are most beneficial, highlighting the importance of teacher training and adaptation to diverse learner profiles. The main conclusion posits that inquiry-based learning positively influences high school science achievement, with implications for integrating inquiry strategies into science curricula at scale. Based on findings, recommendations include systematic teacher professional development focused on inquiry implementation, incorporating student learning styles into lesson planning, and fostering ongoing assessment of instructional fidelity. The study also suggests avenues for further research, particularly longitudinal studies to examine long-term impacts and the scalability of inquiry-based approaches across diverse educational settings.