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 necessitates the exploration of innovative instructional strategies, with inquiry-based learning (IBL) increasingly recognized for its potential to foster scientific thinking and comprehension. This study aims to empirically assess the impact of inquiry-based learning on the science achievement of high school students, focusing specifically on physics and chemistry topics within public schools in the metropolitan region. The specific objectives include determining the extent to which inquiry-based approaches influence students’ academic performance, examining students’ attitudes towards science following inquiry-based instruction, and identifying potential moderating factors such as gender, socio-economic status, and prior science achievement. A quasi-experimental research design with control and experimental groups was employed to facilitate causal inference. The population comprised senior secondary students enrolled in physics and chemistry courses in ten public high schools, with a total population of 1,200 students. A stratified random sampling technique selected 300 students, evenly split into intervention (inquiry-based learning) and control (traditional instruction) groups. The inquiry-based learning intervention was implemented over a 12-week period, with teachers trained in inquiry strategies aligned with constructivist theory and the theory of cognitive developmental framework. Data collection involved the administration of standardized achievement tests in physics and chemistry before and after the intervention, alongside attitudinal questionnaires designed to measure students’ perceptions of science learning. The validity and reliability of instruments were established through expert validation and a pilot study, yielding Cronbach’s alpha coefficients exceeding 0.80. Qualitative data were collected via focus group discussions to capture students’ experiential perspectives. Data analysis encompassed descriptive statistics to profile the sample, paired t-tests to compare pre- and post-test scores within groups, and independent samples t-tests to assess the differences between groups. Multiple regression analysis was employed to examine the influence of moderating variables on achievement outcomes, with analysis of covariance (ANCOVA) used to adjust for baseline differences. Thematic analysis was conducted on qualitative data to complement quantitative findings. Expected findings include a statistically significant improvement in science achievement scores among students exposed to inquiry-based learning compared to their counterparts receiving traditional instruction. Furthermore, it is anticipated that inquiry-based learning will positively influence students’ attitudes towards science, enhancing their interest and perceived relevance of science content. The study also expects to identify gender and socio-economic status as significant moderators, indicating differential impacts of inquiry-based approaches across demographic groups. This research contributes to the existing body of knowledge by providing rigorous empirical evidence on the efficacy of inquiry-based learning in fostering high school science achievement within a specific national context, thus addressing a noted gap in localized educational research. It offers a theoretical validation of constructivist principles in science pedagogy and underscores the importance of contextualized instructional strategies. The main conclusion emphasizes the effectiveness of inquiry-based learning as a significant pedagogical approach for improving science achievement, recommending its integration into science curricula with appropriate teacher professional development and resource support. It advocates for policies that promote inquiry-oriented classroom environments and calls for further longitudinal studies to evaluate the sustained impact of inquiry-based learning across diverse educational settings and scientific disciplines.