Designing and evaluating a digital science inquiry toolkit for high school students

Thesis Abstract

The rapid advancement of digital technologies has transformed science education, necessitating innovative approaches to enhance high school students' inquiry skills and conceptual understanding. Despite the proliferation of digital tools in educational settings, there remains a gap in structured, evidence-based resources tailored specifically to facilitate scientific inquiry among high school learners. This study aims to design, implement, and evaluate a pedagogically grounded digital science inquiry toolkit intended to improve students’ inquiry competencies, critical thinking, and engagement in science learning. The specific objectives include examining the toolkit's usability and efficacy, assessing its impact on students’ inquiry skills, and identifying factors influencing its integration into classroom practice. The research adopts a mixed-methods, quasi-experimental design grounded in constructivist learning theory and cognitive apprenticeship theory, facilitating a comprehensive understanding of both quantitative effectiveness and qualitative user perceptions. The study population comprises 240 senior secondary school students from six public schools within a metropolitan district. A stratified random sampling technique was employed to select 180 students for the experimental and control groups, ensuring representation across different socioeconomic backgrounds. Data collection instruments include a validated Science Inquiry Skills Test (SIST), a student engagement questionnaire, focus group discussions, and observation checklists. The validity and reliability of these instruments were established through content review by expert panels, pilot testing, and Cronbach’s alpha coefficients exceeding 0.85. Data analysis involves descriptive statistics, independent samples t-tests, paired t-tests for pre-post comparisons, and thematic analysis of qualitative data, complemented by regression analysis to identify predictors of toolkit effectiveness. The anticipated findings suggest that the digital inquiry toolkit will significantly enhance students’ inquiry skills and engagement levels compared to traditional instructional methods, as evidenced by improved scores on the SIST and engagement questionnaire. It is expected that qualitative insights will reveal high usability and acceptability among students and teachers, with identified facilitators and barriers to implementation. Statistical analyses, including ANOVA, will likely demonstrate meaningful differences between groups, while regression models are expected to identify key factors—such as digital literacy and prior inquiry experience—that predict successful integration and outcomes. This study contributes to the existing body of knowledge by providing a rigorously developed digital science inquiry resource grounded in contemporary pedagogical theories, alongside empirical evidence of its effectiveness in the high school context. It advances understanding of how digital tools can foster inquiry-based learning, supports the integration of technology in science curricula, and offers practical guidelines for educators and policymakers seeking to implement similar interventions. Additionally, this research bridges the gap between technological innovation and pedagogical efficiency within STEM education. The main conclusion underscores the potential of well-designed digital inquiry tools to transform science teaching and learning at the secondary level. It recommends ongoing professional development for teachers to maximize the toolkit’s benefits, integration of such digital resources into national science curricula, and further research to explore long-term impacts and scalability across diverse educational settings. Future studies could extend this work by exploring adaptive features within digital inquiry tools, engaging parents in supporting inquiry learning, and evaluating the toolkit’s effectiveness among students with varied learning needs. Overall, this study provides a robust framework for leveraging digital technology to promote active, inquiry-oriented science education in high schools, contributing both theoretically and practically to the field of science education research.