Comparative Analysis of Inquiry-Based Learning in Science Curriculum Pedagogy

Thesis Abstract

This study investigates how inquiry-based learning (IBL) within science curriculum pedagogy influences student engagement and achievement across secondary schools in a comparative regional context, addressing a persistent gap between policy prescriptions endorsing IBL and its effective classroom implementation. The aim is to compare IBL-driven science instruction with traditional teacher-centered pedagogy to determine differential impacts on students’ conceptual understanding, scientific inquiry skills, and motivation. Specific objectives include (1) to assess differences in conceptual mastery of core science topics between IBL and non-IBL classrooms; (2) to evaluate changes in students’ inquiry skills, including formulatio n of hypotheses, planning investigations, data collection, and evidence-based drawing of conclusions; (3) to examine student motivation and attitudes toward science under both pedagogical approaches; (4) to identify contextual factors that moderate IBL effectiveness, such as teacher professional development, class size, and access to laboratory resources; and (5) to develop a model linking instructional design elements to learning outcomes. A mixed-methods design will be employed, combining quasi-experimental and sequential explanatory components. The population comprises senior secondary science classes (Grades 11–12) in two regions with contrasting resource levels. A sample of 40 intact classes, with 20 employing IBL-based pedagogy and 20 employing traditional pedagogy, will be selected through stratified random sampling to ensure comparable prior achievement. Data collection instruments include standardized science achievement tests aligned with national curriculum standards, an inquiry-skills assessment instrument validated for construct reliability (Cronbach’s alpha ? .80), a motivation and attitudes questionnaire (Likert-scale items with established norms), classroom observation rubrics focusing on inquiry discourse, teacher interview protocols, and document review of lesson plans and assessment tasks. Validity and reliability will be established through pilot testing (n=120 students) and inter-rater reliability checks (Cohen’s kappa ? .75) for observational data. Data collection will occur over two academic terms, with baseline measures captured in the first term and endline measures in the second term. Quantitative data will be analyzed using ANCOVA to compare post-test outcomes between IBL and traditional groups while controlling for baseline achievement. Multilevel modeling will account for clustering at the class and school levels. Regression analyses will explore how instructional design features (e.g., problem-based prompts, collaborative inquiry tasks, use of manipulatives) predict gains in conceptual understanding and inquiry skills. Thematic analysis will be conducted on interview transcripts and open-ended questionnaire responses to elucidate perceived facilitators and barriers to IBL implementation. Triangulation of results across quantitative and qualitative strands will be performed to enhance validity. The study expects to find that IBL-based science instruction yields superior gains in conceptual understanding and inquiry skills, and more positive attitudes toward science, particularly in contexts with strong teacher professional development and adequate laboratory facilities. It is anticipated that the magnitude of effect will be moderated by school resources and teacher proficiency in facilitating inquiry discourse. The theoretical framework integrates constructivist learning theory and social constructivism, with alignment to the Theory of Inquiry-Based Learning and the Cognitive Theory of Multimedia Learning to explain how inquiry activities contribute to deeper understanding and transfer. The contribution to knowledge includes comparative evidence on the effectiveness of IBL in diverse resource contexts, a validated assessment battery for inquiry proficiency, and a parsimonious model detailing how instructional design, resource availability, and teacher facilitation collectively influence learning outcomes in science education. The study will inform policymakers and school leaders about scalable, evidence-based conditions necessary for successful IBL integration, and offer actionable guidelines for teacher professional development, curriculum design, and resource allocation. Limitations include potential selection bias in non-randomized class assignment and variability in fidelity of IBL implementation. Recommendations emphasize targeted professional development focused on scaffolding of inquiry, structured collaborative routines, and equitable access to laboratory experiences, along with ongoing monitoring using the developed instruments to sustain gains in science learning through inquiry-based pedagogy.