Designing and Evaluating Inquiry-Based Science Pedagogy Module in Schools

Thesis Abstract

This study addresses the persistent gap between inquiry-based science pedagogy ideals and classroom implementation, which manifests in limited teacher preparedness, uneven student engagement, and inconsistent learning outcomes in secondary schools. The aim is to design, implement, and evaluate an integrated Inquiry-Based Science Pedagogy Module (IBSPM) that enhances teachers’ instructional practices and improves student conceptual understanding, scientific inquiry skills, and attitude toward science. Specific objectives are (1) to develop an IBSPM grounded in constructivist learning theory and socio-cultural theory of learning; (2) to implement the module with science teachers over a 12-week term and across three grade levels (9th–11th) in urban schools; (3) to examine changes in teacher instructional practices, student inquiry skills, and science achievement; (4) to identify facilitators and barriers to sustained adoption of inquiry-based strategies; and (5) to formulate scalable recommendations for policy and professional development. A mixed-methods design is employed, combining quasi-experimental and phenomenological components. The population comprises 60 science teachers and approximately 2,400 students from six urban secondary schools. A purposive sampling strategy selects 30 teachers to participate in the IBSPM training (intervention group) and 30 matched teachers continuing standard practice (control group). Data collection instruments include a validated Classroom Inquiry Pedagogy Observation Protocol (CIPOP) for teacher practices, a Student Inquiry Skill Assessment (SISA) aligned to national science standards, and a standardized Science Achievement Test (SAT). For qualitative insights, semi-structured interviews with teachers and focus group discussions with students are conducted, complemented by classroom artifacts and lesson plans. Instrument validity is established through expert panels and pilot testing; reliability is confirmed via Cronbach’s alpha (? ? 0.80 for quantitative scales) and inter-rater reliability (? ? 0.75) for observational coding. Data analysis proceeds in two strands. Quantitatively, ANCOVA is used to compare post-test scores on SISA and SAT between intervention and control groups while controlling pre-test scores, with effect sizes (partial ?²) reported. Multilevel modeling accounts for nested data (students within classes). Thematic analysis of interview and focus group transcripts identifies recurring patterns related to teacher self-efficacy, curricular alignment, and student agency, guided by Braun and Clarke’s approach. Triangulation of quantitative and qualitative findings informs a comprehensive interpretation of the IBSPM’s impact and contextual factors. A conceptual framework synthesizes constructivist learning theory, Vygotsky’s social constructivism, and the Theory of Planned Behavior to explain how professional development and classroom interactions mediate outcomes. Expected findings indicate that teachers participating in the IBSPM demonstrate statistically significant improvements in enacted inquiry-based practices, as evidenced by higher CIPOP scores (mean difference, MD = 0.65, p < .01) and increased alignment of lesson plans to inquiry cycles. Students in the intervention group are anticipated to show greater gains in SISA (MD = 0.42 standard deviations, p < .05) and SAT scores (MD = 0.35 SD, p < .05) compared with controls. Qualitative results are expected to reveal enhanced student autonomy, collaborative problem-solving, and reflective practice among teachers, as well as perceived time constraints and need for ongoing support as principal barriers to sustained adoption. The study contributes to knowledge by providing empirical evidence on the design and efficacy of a structured IBSPM within real school settings, clarifying the linkage between professional development, classroom inquiry practices, and student learning outcomes. It outlines a scalable model suitable for policy considerations and district-wide rollouts, including facilitator guides, assessment rubrics, and a 12-week module calendar. The main conclusion anticipates that carefully scaffolded inquiry-based modules, aligned with teacher development and curricular standards, yield measurable improvements in both instructional quality and student achievement. Recommendations include ongoing professional development, collaborative planning time, dissemination of exemplar inquiry units, and policy support for integrated assessment practices that capture inquiry competencies alongside content mastery.