Design and evaluate an Inquiry-Based Learning Module for Enhancing Science Literacy

Thesis Abstract

The increasing emphasis on scientific literacy among secondary school students underpins the necessity for innovative instructional strategies, particularly in contexts where traditional didactic approaches have proven insufficient in fostering critical thinking and conceptual understanding of scientific phenomena. This study addresses the persistent gap in effective science education by designing, implementing, and evaluating an Inquiry-Based Learning (IBL) module aimed at enhancing science literacy among high school students. Guided by constructivist pedagogical principles and theoretical frameworks including Vygotsky’s Social Constructivism and the Inquiry Cycle Model, the research seeks to establish whether the IBL approach significantly improves students' understanding of scientific concepts, their inquiry skills, and their attitudes towards science. The primary aim of the study is to develop an inquiry-based science module, implement it in a classroom setting, and evaluate its effectiveness in improving science literacy. Specific objectives include (a) designing an evidence-based IBL module aligned with Curriculum Standards; (b) determining the impact of the module on students’ conceptual understanding of key science topics; (c) assessing enhancements in students’ inquiry skills; and (d) evaluating changes in students’ attitudes towards science learning. The research employs a mixed-methods approach utilizing a quasi-experimental design with pre-test and post-test measures supplemented by qualitative interviews to provide deeper insights into student experiences. The quantitative component involves a sample of 200 second-year high school students, randomly assigned into experimental and control groups, with the experimental group receiving instruction through the designed IBL module while the control group continues with traditional teaching. Data collection instruments include a validated Science Literacy Test (SLT), a Self-Reported Inquiry Skills Questionnaire (SIQ), and a Science Attitude Scale (SAS), all with reported Cronbach’s alpha coefficients above 0.80 to ensure reliability. The validity of instruments is established through expert review and pilot testing. Qualitative data is obtained via semi-structured interviews with 20 students from the experimental group, analyzed through thematic analysis to identify perceptions and experiences. Data analysis employs descriptive statistics, Analysis of Covariance (ANCOVA) to compare post-test scores controlling for pre-test variances, and thematic analysis for qualitative data. The study hypothesizes that students who participate in the IBL-based module will demonstrate statistically significant gains in science conceptual understanding, inquiry skills, and positive attitudes toward science compared to their counterparts in the traditional instruction group. It also explores the moderating effects of prior knowledge and engagement levels on learning outcomes. The anticipated findings suggest that the tailored IBL module leads to meaningful improvements in students' science comprehension and inquiry abilities, fostering greater scientific curiosity and confidence. Results are expected to contribute to understanding how constructivist inquiry frameworks can be operationalized to enhance science literacy in secondary education contexts. The study further aims to delineate key instructional strategies that optimize inquiry-based learning efficacy and to provide empirical evidence supporting its wider adoption. Based on these findings, the research recommends integrating structured IBL modules into science curricula, providing teacher training on inquiry pedagogies, and fostering school environments that support active learning. It also suggests areas for further research, including longitudinal studies to assess the long-term impact of inquiry-based approaches on scientific competence and the exploration of digital inquiry tools to enhance student engagement. Overall, this study underscores the vital role of inquiry-based pedagogies in cultivating scientifically literate citizens capable of critical analysis and problem-solving in contemporary society.