Comparative Analysis of Inquiry-Based Physics Teaching Across Countries

Thesis Abstract

The study investigates how inquiry-based physics teaching (IBPT) is enacted across diverse national contexts and examines how contextual factors influence?? pedagogical decisions, student engagement, and learning outcomes in secondary education. Despite widespread endorsement of IBPT in international science education standards, there is limited comparative evidence linking instructional practices to student conceptual gains and affective responses across countries with differing curricular emphases, teacher preparation, and assessment regimes. The aim is to identify patterns of IBPT implementation, evaluate their association with student achievement and motivation, and illuminate cross-national factors that facilitate or constrain effective inquiry-based pedagogy. Specific objectives are to (1) document the prevalence and characteristics of IBPT practices in secondary physics classrooms in five countries (Country A, Country B, Country C, Country D, and Country E); (2) examine relationships between IBPT enactment and student conceptual understanding of Newtonian mechanics, represented by gains on a validated Force Concept Inventory and concept mapping scores; (3) assess student motivation and attitudes toward science using a standardized questionnaire; (4) analyze teacher factors (professional development exposure, classroom discourse, use of student-led investigations) as mediators of IBPT effectiveness; (5) compare contextual influences including curriculum structure, assessment policies, and resource availability; and (6) develop a cross-national model of IBPT effectiveness with implications for policy and teacher education. The study adopts a cross-sectional, mixed-methods design. The population comprises upper-secondary physics classrooms in the five countries during the 2023–2024 academic year. A stratified random sample will include 60 schools per country, with two physics teachers and 1200 students in total (approximately 10–12 classes per country). Data collection instruments include (i) a structured classroom observation protocol adapted from the IL-DEEP framework to quantify IBPT practices; (ii) pre- and post-instruction assessments of physics understanding using the Force Concept Inventory and a validated Newtonian mechanics concept map; (iii) a student motivation and attitudes survey (SSS-Science) incorporating scales for intrinsic motivation and self-efficacy; (iv) teacher questionnaires capturing professional development and instructional beliefs; and (v) a policy and resources audit. Validity and reliability will be established through pilot testing, inter-rater reliability checks for observations (Cohen’s kappa > .75), and confirmatory factor analysis for the survey instruments. Data analysis will proceed in four steps. First, descriptive statistics will profile IBPT prevalence, teacher practices, and student outcomes by country. Second, multilevel modeling (students nested in classes, classes nested in schools) will assess associations between IBPT intensity and student outcomes, controlling for prior achievement and socio-economic status. Third, structural equation modeling will test a cross-national mediation model where teacher professional development and classroom discourse mediate the relationship between contextual factors and student learning gains. Fourth, thematic analysis of teacher interviews and classroom transcripts will triangulate quantitative findings and identify contextual mechanisms underpinning successful IBPT enactment. The study anticipates that higher IBPT intensity will be positively associated with gains in conceptual understanding and with intrinsic motivation, with variation across countries tied to differences in curriculum flexibility, assessment emphasis on inquiry, and resource support. It also expects teacher professional development and structured classroom discourse to mediate effectiveness, and that countries with explicit support for inquiry in national policy will demonstrate stronger IBPT outcomes. The contribution to knowledge includes a robust cross-national model linking IBPT practices to learning outcomes, an empirical benchmark for the fidelity of IBPT implementation, and evidence-based guidance for policymakers and teacher education programs to adapt IBPT for diverse curricular contexts. The study will conclude with recommendations for scalable professional development, resource allocation, and policy alignment to strengthen IBPT delivery in secondary physics globally, while cautioning against one-size-fits-all approaches and highlighting the need for context-sensitive implementation strategies.