Effects of Inquiry-Based Learning on High School Science Achievement

Thesis Abstract

The persistent challenge of enhancing science achievement among high school students necessitates examining innovative pedagogical approaches, particularly inquiry-based learning (IBL), which has gained prominence for fostering conceptual understanding and scientific skills. This study aims to empirically investigate the effects of inquiry-based learning on high school science achievement, focusing on understanding the extent to which IBL influences students' academic performance in science subjects. The specific objectives are to compare the science achievement of students exposed to inquiry-based instruction with those receiving traditional teaching methods, to explore students' attitudes towards science before and after IBL implementation, and to identify teachers' perceptions of the practical challenges associated with integrating inquiry-based approaches in secondary schools. Employing a quasi-experimental research design, the study was conducted in four public high schools within the metropolitan education district. The population comprised 240 students enrolled in senior secondary science courses, with 120 students (60 per group) selected through stratified random sampling. One group experienced inquiry-based learning interventions, while the control group received conventional lecture-based instruction over a complete academic term of 16 weeks. Data were collected using validated science achievement tests, structured questionnaire surveys assessing attitudes towards science, and semi-structured interviews with science teachers. The achievement tests, developed in alignment with curriculum standards and subjected to content and construct validity procedures, yielded reliable measures (Cronbach's alpha = 0.87). Quantitative data were analyzed using analysis of covariance (ANCOVA) to compare post-intervention achievement scores, controlling for pre-test scores, while thematic analysis was employed to interpret qualitative teacher interview data. The anticipated findings suggest that students exposed to inquiry-based learning will demonstrate significantly higher post-test science achievement levels compared to their counterparts in the control group. Additionally, students engaged in IBL are expected to report more positive attitudes towards science, indicating increased motivation and interest. Teachers’ perceptions are projected to highlight both the pedagogical benefits of inquiry-driven instruction and logistical challenges such as resource constraints and class size management. The study is expected to confirm that inquiry-based learning positively influences science achievement and attitudes, substantiating the ontological underpinnings of constructivist theories, notably Piaget’s Cognitive Constructivism and Vygotsky’s Social Constructivism, as frameworks for understanding the active learning processes involved in IBL. This research contributes to existing knowledge by providing empirical evidence on the effectiveness of inquiry-based pedagogies within the Kenyan secondary education context, addressing a gap in the literature concerning how IBL impacts achievement and attitudes simultaneously. The findings aim to inform educators, curriculum developers, and policymakers about the potential benefits and practical challenges of integrating inquiry methods into science instruction at the secondary level. Based on the results, it is recommended that schools adopt structured IBL frameworks, invest in teacher training to facilitate inquiry-based approaches, and develop resource support systems to overcome logistical barriers. Future research should explore longitudinal impacts of sustained IBL implementation, as well as its adaptation to other scientific disciplines and diverse educational settings.