Evaluating the Impact of Inquiry-Based Learning on High School Science Performance

Thesis Abstract

The persistent gap between science education practices and student science performance outcomes presents a significant challenge in secondary education, particularly in contexts where traditional didactic methods dominate teaching approaches. This study investigates the impact of inquiry-based learning (IBL) on high school students’ science performance, aiming to provide empirical evidence on the effectiveness of active learning strategies in enhancing conceptual understanding and academic achievement. The specific objectives include (1) assessing the difference in science performance between students exposed to inquiry-based learning and those receiving conventional instruction, (2) examining students’ perceptions of inquiry-based learning, and (3) identifying factors that influence the successful implementation of IBL in high school science classrooms. The research employs a quasi-experimental design with a control group and an experimental group, utilizing a mixed-methods approach to gather comprehensive data. The target population comprises senior secondary school science students in a metropolitan region, with a total of 300 participants selected through stratified random sampling—150 students from schools practicing traditional teaching methodologies and 150 from schools adopting inquiry-based approaches. Data collection instruments include standardized science achievement tests, Likert-scale questionnaires on learning perceptions, and semi-structured interview guides for science teachers implementing IBL. Validity and reliability are established through pilot testing, internal consistency checks (Cronbach’s alpha for questionnaires), and peer review of interview protocols. Quantitative data are analyzed using descriptive statistics, independent samples t-tests, and multiple regression analysis to determine the magnitude and significance of differences in science performance and to identify predictors of academic achievement. Qualitative data from interviews are analyzed thematically to capture insights into teachers’ and students’ experiences, challenges, and perceptions regarding IBL implementation. The research is guided by constructivist learning theory and Vygotsky’s social development theory, which underpin the pedagogical premise that active engagement and social interaction enhance understanding and retention in scientific concepts. Anticipated findings suggest that students exposed to inquiry-based learning will outperform their peers in standardized science assessments, with statistically significant differences confirmed through t-test analyses (p < 0.05). It is also expected that students engaging in IBL will report higher motivation, better conceptual understanding, and perceived relevance of science, as reflected in questionnaire responses and interview insights. Factors such as teacher preparedness, resource availability, and institutional support are hypothesized to influence the effective integration of IBL methods, as identified through regression analysis and thematic interpretation. This study contributes to the existing body of knowledge by providing context-specific empirical evidence on the effectiveness of inquiry-based learning in improving science outcomes at the secondary level. It underscores the necessity for policy adjustments, professional development programs, and resource allocation to facilitate the pedagogical shift toward active, inquiry-oriented science teaching. The study concludes that inquiry-based learning significantly enhances science achievement and positively influences student perceptions, recommending that educational stakeholders prioritize training teachers in inquiry methodologies, enhance laboratory facilities, and integrate IBL strategies into science curricula systematically. Future research is suggested to explore longitudinal effects of inquiry-based approaches and to examine their impact across diverse socio-economic and cultural contexts, thereby broadening the understanding of best practices in science education.