Design and Evaluation of Inquiry-Based Science Learning Modules for Secondary Education

Thesis Abstract

This study addresses persistent gaps in secondary science classrooms where traditional teacher-centered instruction limits student inquiry, conceptual coherence, and autonomous scientific thinking, by designing, implementing, and evaluating a sequence of inquiry-based learning modules aligned with national science standards and integrated assessment practices. The aim is to determine whether carefully designed inquiry-based modules enhance students’ conceptual understanding, scientific inquiry skills, and attitudes toward science compared with conventional instruction. Specific objectives are to (1) develop modular units for biology, chemistry, and physics that emphasizeASK (ask questions, plan investigations, collect and analyze data, synthesize explanations, communicate findings) practices; (2) implement these modules with 1,200 key-stage 4 students across four schools over one academic year; (3) evaluate effects on learning outcomes using pre-post assessments of content knowledge aligned with Bloom’s taxonomy and performance tasks modeled on the Next Generation Science Standards; (4) examine changes in scientific inquiry skill development through performance-based rubrics; and (5) explore shifts in student motivation and attitudes toward science using validated instruments. The study adopts a quasi-experimental design with a matched-control approach and a mixed-methods data collection strategy. The population comprises secondary science students in urban and peri-urban schools, with a purposive sample of four schools and a total of 1,200 students (600 in the experimental group and 600 in the control group) distributed evenly across biology, chemistry, and physics strands. Data collection instruments include standardized concept inventories for each discipline, performance-based inquiry tasks, a validated Science Inquiry Skills Rubric, the Science Attitude Inventory, and classroom observation protocols. Instrument validity is established through expert review and pilot testing (n=120), with reliability analyzed via Cronbach’s alpha and inter-rater reliability (Cohen’s kappa) for performance assessments. Data will be analyzed using a combination of quantitative and qualitative methods ANCOVA will compare post-test scores between groups controlling for pre-test scores, multivariate regression will assess predictors of achievement gains, and MANOVA will examine domain-specific outcomes. For inquiry skills, a rubric-based scoring system will be subjected to Rasch analysis to ensure measurement invariance. The qualitative component will involve thematic analysis of classroom observations and semi-structured interviews with 40 teachers and 200 students to elucidate implementation fidelity, contextual factors, and perceived barriers and enablers. The study is anchored in constructivist learning theory and guided by social constructivism and the inquiry-based learning framework. It also integrates aspects of experiential learning and self-determination theory to interpret motivation and engagement outcomes. The anticipated findings include statistically significant improvements in content knowledge (effect size partial eta squared > 0.06), higher-order reasoning demonstrated in performance tasks (p < 0.05), enhanced inquiry skills (stable improvements across domains with rising rubric scores), and more positive attitudes toward science among students exposed to inquiry-based modules. Qualitative results are expected to reveal that high-fidelity implementation, timely scaffolding, and alignment with local assessment regimes correlate with observed gains, while challenges may include teacher workload, resource constraints, and varying school contexts. The study makes several contributions to knowledge it provides empirical evidence on the effectiveness of structured inquiry-based modules across multiple science disciplines in secondary education; it offers a replicable design framework for module development, implementation, and assessment; and it identifies critical factors influencing fidelity and scalability, including professional development needs and institutional support. The main conclusion anticipated is that well-designed inquiry-based modules, when implemented with robust teacher training and alignment to assessment, produce meaningful gains in conceptual understanding and investigative competencies while fostering positive science dispositions. Practical recommendations include scalable professional development programs, a modular toolkit for curriculum designers, and integrated assessment strategies that capture inquiry processes alongside content mastery. The study also suggests avenues for future research, such as longitudinal tracking of student trajectories in inquiry proficiency and cross-cultural validations of the modules in diverse educational settings.