Comparative Analysis of Science Inquiry Skills in Traditional and Digital Learning Environments

Thesis Abstract

The development of robust science inquiry skills is essential for fostering scientific literacy and critical thinking among secondary school students, yet the effectiveness of traditional versus digital learning environments in nurturing these skills remains inadequately explored. This study aims to conduct a comparative analysis of science inquiry skills demonstrated by students engaged in traditional classroom instruction and those participating in digital learning modalities. The specific objectives include identifying differences in inquiry skill levels between the two groups, examining the influence of instructional environment on the development of specific inquiry competencies (such as hypothesizing, experimental design, data analysis, and conclusion drawing), and exploring variables such as gender, socio-economic status, and previous science achievement as potential moderators. Employing a convergent parallel mixed-methods research design, the study analyzes quantitative data obtained through a structured Science Inquiry Skills Test (SIST), developed based on the inquiry cycle model, administered to a sample of 300 senior secondary students — 150 from traditional learning settings and 150 from digital learning contexts across five public schools. Purposive sampling was used to select schools with established digital learning programs. Data collection instruments included the validated SIST, student questionnaires on learning preferences, and semi-structured interviews with science teachers to contextualize findings. Validity and reliability of the instruments were established through pilot testing, content validation by subject matter experts, and Cronbach’s alpha coefficients exceeding 0.80. Quantitative data analysis involved descriptive statistics, independent samples t-tests to compare inquiry skills between groups, and multiple regression analyses to identify predictors and moderators. Thematic analysis was employed to interpret qualitative interview data, providing contextual insights into pedagogical practices influencing inquiry skill acquisition. Data were analyzed using SPSS and NVivo software, with model assumptions checked and effect sizes reported. Ethical considerations included gaining informed consent, ensuring confidentiality, and securing approval from relevant educational authorities. It is anticipated that results will reveal statistically significant differences favoring students engaged in digital learning environments in certain inquiry skills, particularly in hypothesis formulation and data analysis, attributed to increased access to multimedia resources and interactive simulations. Conversely, traditional settings may show strengths in experimental procedure execution due to hands-on laboratory experiences. Findings are expected to demonstrate that instructional environment significantly influences inquiry skill development, with moderating effects of gender and socio-economic background. This research contributes novel insights into the comparative effectiveness of learning environments in science education, reinforcing the importance of integrating digital tools to enhance inquiry skills while recognizing the enduring value of traditional laboratory experiences. The study extends existing models of inquiry-based learning by empirically validating the role of digital resources in cognitive skill development within secondary education contexts. It also offers a practical framework for curriculum developers and educators to optimize inquiry pedagogy across diverse instructional settings. Concluding, the study underscores the necessity of adopting blended approaches that harness the strengths of both traditional and digital methodologies to cultivate comprehensive science inquiry skills. Policy recommendations advocate for sustained investment in digital infrastructures, teacher professional development focused on inquiry-based pedagogy, and curriculum reform to embed digital inquiry activities. Future research should explore longitudinal effects of blended learning environments on inquiry skill mastery and investigate the impact of emerging technologies such as virtual reality. Overall, the findings aim to inform educational stakeholders on best practices for enhancing science inquiry competencies in rapidly evolving technological landscapes.