Comparative Analysis of Inquiry-Based Learning in Science Education

Thesis Abstract

This study addresses persistent gaps between traditional didactic science instruction and student-centered inquiry practices by examining how inquiry-based learning (IBL) influences student conceptual understanding, scientific inquiry skills, and epistemic curiosity across diverse classroom contexts. The aim is to compare IBL implementation in secondary science classrooms within urban and rural schools to identify differential effects on learning outcomes, engagement, and teacher practices. Specific objectives are to (i) evaluate the impact of structured versus open-ended IBL on students’ conceptual frameworks in biology and chemistry, (ii) examine changes in inquiry skills using performance-task rubrics aligned with the Next Generation Science Standards, (iii) assess shifts in epistemic curiosity and motivation through validated scales, (iv) analyze teachers’ fidelity of IBL implementation and perceived feasibility, and (v) explore contextual factors that moderate IBL effectiveness, such as class size, teacher professional development, and resource availability. A mixed-methods design is employed, integrating quasi-experimental and interpretive strands. The population comprises 60–70 science teachers and approximately 3,000–3,500 students from eight secondary schools matched on size and demographics. A stratified random sample identifies 24 classrooms assigned to three conditions structured IBL, open-ended IBL, and traditional instruction (n ? 8 classrooms per condition). Data collection instruments include (i) concept inventories in biology and chemistry administered pre- and post-intervention, (ii) performance-based tasks scored with rubric-aligned criteria for scientific inquiry, (iii) the Epistemic Curiosity Scale and the Science Motivation Questionnaire II, (iv) classroom observation protocols capturing fidelity of IBL features, (v) teacher surveys and semi-structured interviews, and (vi) school-record data on attendance and prior achievement to control for baseline differences. Validity and reliability are established through expert panel validation of instruments, pilot testing with 5–7 teachers, Cronbach’s alpha coefficients above 0.80 for scales, and inter-rater reliability (ICCs > 0.75) for performance rubrics. Data analysis combines quantitative and qualitative methods descriptive statistics and multivariate analysis of covariance (MANCOVA) to compare post-test outcomes across groups while controlling for pre-test scores and covariates; hierarchical linear modeling (HLM) to account for nesting of students within classrooms; multiple regression to identify predictors of gains; thematic analysis of interview transcripts to elucidate contextual influences; and triangulation to corroborate findings across data sources. A structural equation model will test the theoretical linkages among instructional design features, fidelity, inquiry skills, and conceptual understanding, drawing on constructivist and sociocultural theories with reference to Vygotsky and Piaget, and aligning with the 5E (Engage-Explore-Explain-Elaborate-Evaluate) learning cycle as an analytic framework. Expected findings anticipate that both structured and open-ended IBL significantly outperform traditional instruction in enhancing conceptual understanding and inquiry skills, with open-ended IBL producing greater gains in epistemic curiosity and student agency, particularly in urban schools where resource constraints influence implementation. Structured IBL is expected to yield more consistent gains in low-resource settings due to clearer scaffolds, while open-ended approaches may show higher variability contingent on teacher expertise and PD intensity. Fidelity of implementation is predicted to moderate outcomes, with high-fidelity classrooms demonstrating the largest effect sizes. The study contributes to knowledge by providing robust comparative evidence on IBL modalities across diverse contexts, clarifying the role of teacher professional development, and identifying contextual moderators that inform scalable, equity-focused science education reforms. Policy and practice implications include recommendations for differentiated PD programs, resource allocation strategies, and assessment designs that align with inquiry-oriented curricula. The conclusion emphasizes that well-supported, context-sensitive IBL implementation can meaningfully enhance conceptual understanding and inquiry competencies, with structured and open-ended models offering complementary benefits. Recommendations address scalable professional development models, ongoing classroom coaching, and the integration of formative assessment to sustain gains beyond the study period.