Assessing the Impact of Inquiry-Based Learning on Undergraduate Science Conceptual Understanding

Thesis Abstract

This study investigates the effectiveness of inquiry-based learning (IBL) on enhancing undergraduate students’ conceptual understanding of science subjects, addressing the persistent challenge of superficial learning and misconceptions in science education. Despite widespread advocacy for active learning approaches, limited empirical evidence exists on the extent to which IBL fosters deep conceptual comprehension among undergraduates, particularly within the context of science curricula in developed-country universities. The primary aim of the research is to assess the impact of IBL on students’ conceptual understanding, with specific objectives to compare learning outcomes between inquiry-based and traditional lecture-based pedagogies, identify factors influencing the effectiveness of IBL, and explore students’ perceptions of inquiry-driven learning approaches. The research employs a quasi-experimental design with a mixed-methods approach, integrating quantitative pre-test and post-test assessments with qualitative focus group discussions. The population comprises 240 second-year undergraduate science students enrolled in general physics courses at a large public university. A purposive sampling technique was utilized to assign 120 students to the experimental group, which engaged in IBL activities, and 120 students served as a control group following traditional instruction. Data collection instruments include validated conceptual understanding tests adapted from the Force Concept Inventory and Biology Concept Inventory, as well as interview guides for focus groups. Data validity and reliability were established through pilot testing and Cronbach’s alpha coefficients exceeding 0.80 for all instruments. Quantitative data were analyzed using independent samples t-tests and analysis of covariance (ANCOVA) to determine differences in learning gains, while qualitative data from focus groups were subjected to thematic analysis following Braun and Clarke’s framework to extract insights on student perceptions. Aggregated findings are anticipated to reveal statistically significant improvements in conceptual understanding among students exposed to inquiry-based instruction, with effect sizes indicating educational relevance. Furthermore, regression analysis is expected to identify key predictors of learning gains, such as student motivation and prior knowledge. Qualitative analysis is projected to uncover themes related to increased engagement, perceived relevance of science concepts, and challenges encountered during inquiry activities. These findings are expected to contribute to the existing literature by providing rigorous empirical evidence on the pathways through which IBL influences conceptual mastery, grounded in constructivist learning theories such as Piaget’s developmental theory and Vygotsky’s social constructivism. This research makes a significant contribution by elucidating the pedagogical mechanisms underlying effective science instruction and offering practical insights for educators aiming to implement inquiry-based methods. It also addresses gaps in existing literature concerning the contextual factors that mediate learning outcomes in diverse educational settings. The study concludes that inquiry-based learning substantially enhances conceptual understanding, thereby advocating for its broader adoption in undergraduate science curricula. Recommendations include integrating structured inquiry activities into course design, providing professional development for instructors, and fostering an institutional culture that values active learning. Future research directions suggested involve longitudinal studies to assess long-term retention and cross-disciplinary investigations to generalize findings beyond physics and biology. Overall, the study aims to inform evidence-based educational practices that elevate science literacy and critical thinking skills among undergraduate students.