Effectiveness of Inquiry-Based Science in Primary Classrooms: A Multisite Study

Thesis Abstract

The study addresses the persistent challenge of translating inquiry-based learning (IBL) principles into measurable improvements in science achievement and student engagement within primary classrooms across diverse multisite settings. Despite widespread endorsement of IBL in science education, empirical evidence on its effectiveness in real-world primary contexts remains mixed, with questions about scalability, classroom implementation, and differential impacts by student demographics. The aim is to evaluate the effectiveness of IBL on science achievement, process skills, scientific dispositions, and classroom engagement, with a focus on cross-site variability and implementation fidelity. The specific objectives are (1) to compare science achievement gains between IBL-implemented cohorts and traditional instruction cohorts over a full academic year; (2) to examine changes in inquiry process skills, attitudes toward science, and collaboration indicators; (3) to assess the moderating effects of teacher professional development intensity, classroom environment, and school resources on student outcomes; and (4) to explore teachers’ perceptions of barriers and enablers to sustained IBL practice. The study employs a mixed-methods, quasi-experimental design across three demographically diverse urban, suburban, and rural primary schools with grades 4–5. A total of 36 classes (approximately 1,200 students) are recruited, with 18 classes assigned to the IBL condition and 18 to the comparison condition, matched on baseline achievement, socioeconomic status, and prior science exposure. Data collection instruments include standardized science achievement tests (aligned to national science standards), a validated inquiry skills rubric, a student engagement questionnaire, and classroom observation protocols (using the validated Science Classrooms Observation Tool). Additional instruments comprise teacher surveys on professional development exposure, fidelity checklists, and semi-structured interviews with a purposive sample of 12 teachers and 24 students. Instruments are piloted for reliability (Cronbach’s alpha target ? .80 for scales) and validity (confirmatory factor analysis where applicable). Data collection occurs at three intervals baseline pretest, mid-year formative assessment, and end-of-year summative assessment. Quantitative analyses utilize analysis of covariance (ANCOVA) to compare post-test scores between groups while controlling for covariates such as prior achievement and socioeconomic status. Multilevel modeling is employed to account for clustering at the classroom and school levels, with random effects for school and classroom. Growth trajectory analyses through latent growth models are conducted to examine the progression of inquiry skills and engagement over time. Moderation analyses test interaction effects between instructional condition and variables reflecting fidelity of implementation, teacher PD intensity, and resource availability. Qualitative data from interviews and open-ended survey responses are analyzed using thematic analysis, with coding conducted by two independent researchers and adjudicated through intercoder reliability checks (Cohen’s kappa ? .80). Triangulation of quantitative and qualitative findings supports a comprehensive interpretation of how IBL influences outcomes and under what conditions. Key expected findings include statistically significant improvements in science achievement and inquiry skill development for IBL students relative to controls, with effect sizes in the small to moderate range (d = 0.25–0.50). Positive shifts in student science attitudes and engagement are anticipated, moderated positively by high-fidelity implementation and robust teacher PD. The study is expected to reveal variability in effect sizes across sites, with greater gains in schools possessing strong scaffolding, collaborative planning time, and access to laboratory resources, highlighting the crucial role of context. Theoretically, the study contributes to the Situated Learning and Social Constructivist frameworks by evidencing how authentic inquiry within supportive communities of practice translates into measurable learning gains and dispositions in primary science. The research advances knowledge by providing robust, multisite empirical evidence on the effectiveness and conditions of IBL in primary education, informing policymakers, curriculum designers, and teacher educators about scalable, context-sensitive implementation strategies. Practical implications include recommendations for designing evidence-based PD, allocation of classroom resources, and developing assessment frameworks that capture both achievement and process-oriented outcomes. The study concludes that IBL can be effective in primary classrooms when implemented with high fidelity, adequate professional development, and supportive classroom ecosystems, and recommends tailored implementation plans that attend to site-specific constraints and opportunities.