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

Thesis Abstract

Educational practices grounded in inquiry-based learning (IBL) have gained widespread advocacy for enhancing science education in secondary schools; however, empirical evidence regarding their impact on high school science outcomes remains diverse and, at times, inconclusive. This study aims to evaluate the effect of inquiry-based learning on students’ academic performance, conceptual understanding, and attitude towards science in high school settings. The research specifically seeks to determine whether students exposed to IBL demonstrate significantly higher science achievement scores, improved understanding of scientific concepts, and more positive attitudes compared to their counterparts taught through traditional didactic methods. To achieve these objectives, a mixed-methods approach was employed, combining quantitative and qualitative data collection and analysis. The study utilized a quasi-experimental design involving two groups an experimental group comprising 200 students from four high schools implementing inquiry-based practices, and a control group of 200 students from four matched schools continuing with conventional teaching methods. The schools were purposively selected based on their adoption of inquiry-based pedagogy within science classrooms over the academic year. Data were collected through pre- and post-intervention standardized science assessments, validated attitude surveys, classroom observation checklists, and semi-structured interviews with teachers and students. The validity and reliability of instruments were established through pilot testing, Cronbach’s alpha (ranging between 0.78 and 0.85), and expert review. Quantitative data were analyzed using Analysis of Covariance (ANCOVA) to control for pre-test scores and detect differences in post-test scores, along with t-tests and effect size calculations to interpret practical significance. Thematic analysis was applied to qualitative interview data to explore teacher and student perceptions of inquiry-based learning experiences, providing contextual insights complementing quantitative findings. The study also employed multiple regression analysis to examine the predictive power of attitude changes on science achievement. It is hypothesized that students in the inquiry-based learning environment will outperform their counterparts in traditional settings on cognitive and affective measures. Expected findings include statistically significant improvements in post-test science scores for the experimental group, more positive attitudes towards science as indicated by attitude surveys, and enhanced engagement and conceptual understanding as substantiated through classroom observations and interviews. These results are anticipated to align with relevant theoretical frameworks such as constructivist learning theory and Vygotsky’s social development theory, which emphasize active, student-centered learning and social interaction as mechanisms for meaningful knowledge construction. This research contributes substantively to existing knowledge by providing comprehensive empirical evidence on the effectiveness of inquiry-based learning interventions within high school science education, addressing gaps relating to contextual and pedagogical nuances. The findings are intended to inform policymakers, educators, and curriculum developers on the pedagogical shifts necessary to foster deep scientific understanding and positive attitudes among learners. The study concludes that inquiry-based teaching significantly enhances science learning outcomes, advocating for its wider integration into high school curricula. Based on the findings, recommendations include professional development for science teachers on inquiry-based pedagogies, stakeholder engagement to support curriculum reform, and further longitudinal research to examine lasting impacts of inquiry approaches. Overall, this research underscores the importance of active, student-centered learning strategies in achieving educational excellence in science education at the secondary level.