Assessing the Impact of Inquiry-Based Learning on Science Concept Comprehension

Thesis Abstract

In recent years, there has been increasing emphasis on innovative instructional approaches in science education to enhance students’ understanding of complex scientific concepts. Nonetheless, the effectiveness of inquiry-based learning (IBL) in fostering comprehensive science concept comprehension remains inadequately documented within diverse educational contexts, particularly in middle-secondary school settings. This study aims to empirically assess the impact of IBL on science concept understanding among students in secondary schools, with specific objectives to determine the differences in comprehension levels between students exposed to IBL and those receiving traditional instruction, and to explore students’ perceptions of the inquiry-based approach as a facilitator of understanding. The research adopts a quasi-experimental mixed-methods design, combining quantitative and qualitative data collection to provide a nuanced understanding of the phenomenon. The population comprises 1,200 students enrolled in science subjects across six public secondary schools in the metropolitan region of the country, with a purposive sample of 300 students selected through stratified random sampling, equally divided into control and experimental groups. The experimental group participates in curricula delivered through inquiry-based learning strategies, while the control group experiences conventional teacher-centered instruction over a semester. Data collection instruments include standardized science concept tests developed based on curriculum standards, validated through content and construct validity procedures, and Likert-scale questionnaires designed to gauge student perceptions towards inquiry learning, with reliability coefficients exceeding 0.80. Semi-structured interviews with teachers further enrich data on instructional practices. Quantitative data are analyzed using inferential statistics independent samples t-tests and ANCOVA to compare pre- and post-test scores, while qualitative data are subjected to thematic analysis to identify recurring themes related to students’ experiences with IBL, guided by constructivist learning theories and Vygotsky’s Zone of Proximal Development. Expected findings suggest that students exposed to IBL will demonstrate significantly greater gains in scientific concept comprehension compared to their counterparts in traditional learning settings. It is anticipated that the study will reveal positive perceptions of inquiry-based learning as an effective pedagogical approach, although some challenges such as resource constraints and teacher preparedness may also surface. The findings are expected to contribute valuable empirical evidence to the discourse on pedagogical strategies in science education, emphasizing the role of active, student-centered approaches in deepening conceptual understanding. This research contributes to existing knowledge by empirically validating the efficacy of IBL within the local educational context and offering insights into its implementation barriers and facilitators. Theoretically, the study underscores the relevance of constructivist theories in explaining improved learning outcomes through active exploration and social interaction in science learning environments. The study concludes with recommendations for curriculum designers, policymakers, and educators to integrate inquiry-based approaches systematically into science instruction, supplemented by teacher training programs to enhance implementation fidelity. Future research directions include longitudinal studies to assess long-term retention of scientific concepts and intervention studies to explore the integration of digital technologies within inquiry-based frameworks. Overall, this study aims to support the strategic enhancement of science education through pedagogical innovation grounded in empirical evidence.