Comparative Analysis of Inquiry-Based Versus Lecture-Based Teaching in Science Learning Outcomes

Thesis Abstract

The persistent challenge of optimizing science education to enhance student learning outcomes necessitates a comparative investigation of instructional methodologies. This study aims to evaluate the effectiveness of inquiry-based teaching compared to traditional lecture-based methods in improving science learning outcomes among high school students. The specific objectives include (1) assessing the differential impact of inquiry-based and lecture-based teaching on students' conceptual understanding of scientific principles; (2) examining student engagement and motivation levels under both instructional approaches; and (3) identifying contextual factors influencing the efficacy of each teaching method. The research adopts a quasi-experimental research design with a non-randomized control and experimental group. The population comprises senior secondary school science students in public schools within the metropolitan district. A total sample size of 240 students, divided equally into experimental (inquiry-based instruction) and control (lecture-based instruction) groups, was determined using Cochran's formula to ensure statistical power. Stratified random sampling was employed to select schools, and intact classes within selected schools were assigned to respective instructional approaches, mitigating contamination. Data collection instruments include validated pre- and post-tests measuring students' conceptual understanding of key scientific topics, Likert-scale questionnaires assessing student engagement and motivation, classroom observation checklists, and teacher interview protocols. The validity of instruments was established through expert review and pilot testing, achieving a Cronbach’s alpha coefficient of 0.87 for questionnaires, indicating high reliability. Data analysis involves descriptive statistics to summarize students' performance, followed by inferential statistics such as Analysis of Covariance (ANCOVA) to compare post-test scores while controlling for pre-test differences. Thematic analysis was conducted on qualitative data from interviews and observation notes to explore contextual factors affecting instructional effectiveness. The study also employs pedagogical models rooted in constructivist theory and Bloom’s revised taxonomy to interpret findings within an educational framework. Expected findings suggest that inquiry-based teaching will significantly outperform lecture-based methods in fostering deeper conceptual understanding and enhancing student engagement and motivation. It is anticipated that the inquiry approach will demonstrate higher gains in critical thinking and problem-solving skills, consistent with constructivist principles. The study expects to reveal contextual variables such as teacher preparedness and resource availability influencing instructional success. This research contributes to the pedagogical discourse by providing empirical evidence on the comparative effectiveness of inquiry-based versus lecture-based strategies within the Nigerian educational context. The findings aim to inform curriculum developers, science educators, and policymakers about the potential benefits and practical considerations of integrating inquiry-based learning into science instruction. Moreover, the study advances academic knowledge by elucidating the relationship between instructional methodology and learning outcomes, emphasizing the importance of contextually relevant teaching practices. The main conclusion underscores that inquiry-based teaching, when adequately supported by teacher training and resource provision, can significantly enhance science learning outcomes. Therefore, it is recommended that educational institutions incorporate inquiry-oriented pedagogies, invest in teacher professional development, and foster classroom environments conducive to active learning. Future research should explore longitudinal effects and scalability of inquiry-based approaches across diverse educational settings.