Comparative Analysis of Inquiry-Based Learning in Science Classrooms

Thesis Abstract

This study investigates the comparative effects of inquiry-based learning (IBL) on student achievement, science engagement, and higher-order thinking skills in middle secondary science classrooms across urban and rural schools in a metropolitan region. The problem addressed is the inconsistent implementation and uneven outcomes of IBL in diverse instructional contexts, which undermines its potential to enhance scientific literacy and sustained inquiry. The aim is to determine how IBL influences performance and attitudes relative to traditional instruction, and to identify contextual factors that mediate or moderate these effects. Specific objectives are (1) to compare science achievement gains between IBL and expository instructional approaches; (2) to assess differences in student engagement and curiosity; (3) to evaluate the development of critical thinking and problem-solving skills; (4) to examine teachers’ fidelity to IBL protocols and its relationship to student outcomes; and (5) to explore contextual influences such as class size, resource availability, and prior achievement. The study adopts a quasi-experimental, cross-sectional design with a mixed-methods approach, incorporating both quantitative and qualitative strands. The population comprises science classrooms in grades 9 and 10 within ten secondary schools (five urban, five rural) in a large regional education network. A total sample of 40 science classes (20 IBL-integrated and 20 traditional) will be purposively selected, yielding approximately 1,200 student participants. Data collection instruments include an achievement assessment aligned with national science standards administered at baseline and after a 12-week instructional period, a validated Science Engagement Scale, and a Critical Thinking in Science Tasks (CTST) rubric for performance tasks. Teacher fidelity to the IBL framework will be measured using a structured observation protocol, complemented by a teacher self-report checklist. Additional data on classroom climate, resource availability, and prior achievement will be drawn from school records and a short teacher survey. Quantitative analyses will employ multivariate analysis of covariance (MANCOVA) to compare post-test outcomes between groups while controlling for pre-test scores and covariates such as prior achievement and SES. Hierarchical linear modeling (HLM) will examine cross-level effects of school context (urban vs rural) and classroom-level factors (class size, resource density) on outcomes. Mediation analyses will explore whether engagement and inquiry skills mediate the relationship between instructional approach and achievement. Qualitative data from classroom observations and teacher interviews will be analyzed using thematic analysis to identify patterns in fidelity, enacted practices, and contextual challenges. Triangulation will integrate quantitative and qualitative findings to provide a holistic understanding of when and how IBL yields benefits. Key expected findings include (i) statistically significant gains in science achievement and higher-order thinking skills for students taught via IBL relative to those receiving traditional instruction, with moderate effect sizes; (ii) higher levels of student engagement and intrinsic motivation in IBL settings, particularly in urban schools with moderate to high resource availability; (iii) positive associations between teacher fidelity to IBL protocols and student outcomes, moderated by class size and access to manipulatives and collaborative spaces; and (iv) contextual differences revealing stronger effects of IBL in settings that support collaborative inquiry and sustained teacher professional development. The study contributes to knowledge by providing robust comparative evidence on the effectiveness of IBL across diverse contexts, clarifying the roles of fidelity, resource support, and classroom ecology in optimizing outcomes, and informing scalable implementation strategies for science education reform. It advances theoretical understanding by testing the applicability of constructivist and sociocultural perspectives (Vygotsky’s social constructivism and the 5E model) in real-world classrooms, and by integrating these with contemporary theories of students’ epistemic beliefs and inquiry-based skill development. Based on the findings, practical recommendations include (a) targeted professional development emphasizing assessment-linked IBL design and fidelity monitoring; (b) scalable resource provision and structured collaborative spaces to facilitate inquiry tasks; (c) differentiated implementation guidelines to accommodate urban-rural contextual differences; and (d) policy guidance on class-size thresholds and evaluation frameworks for IBL effectiveness. The study concludes that, when implemented with fidelity and appropriate contextual support, IBL can produce meaningful improvements in science achievement, engagement, and inquiry capabilities, thereby contributing to more robust science literacy and lifelong learning predispositions.