Impact of inquiry-based labs on undergraduate science motivation and achievement

Thesis Abstract

This study investigates how inquiry-based laboratories influence undergraduate science motivation and achievement, addressing a persistent gap in empirical evidence on active-learning strategies within science curricula and their differential impact across student demographics. The aim is to determine whether participation in inquiry-based lab activities enhances intrinsic motivation, self-efficacy, and achievement in core science courses, and to identify contextual factors that moderate or mediate these effects. Specific objectives include (1) comparing motivation indices and course performance between students experiencing inquiry-based labs and those in traditional labs, (2) examining changes in scientific reasoning and experimental design skills, and (3) exploring students’ perceptions of autonomy, competence, and relatedness as articulated by self-determination theory (SDT) during laboratory work. The study adopts a quasi-experimental, mixed-methods design conducted at a large public university over two academic semesters. The population comprises first- and second-year undergraduates enrolled in general chemistry and introductory biology laboratory courses. A total of 420 students will be recruited, with 210 assigned to inquiry-based laboratory sections and 210 to traditional laboratory sections, matched on prior academic performance (GPA and prerequisite course grades) and baseline motivation measures. Data collection instruments include (a) validated scales for motivation (Motivational Regulation in Science Education Scale, intrinsic motivation and identified regulation subscales), self-efficacy (Science Laboratory Self-Efficacy Scale), and engagement (Science Engagement Inventory); (b) achievement data from course-end exams and lab reports; (c) a performance assessment of scientific reasoning and experimental design skills developed for the study; (d) perception data collected through semi-structured interviews with a purposive subsample of 40 students and focus groups with 8 laboratory instructors. Instruments will be pilot-tested for content validity and reliability, with Cronbach’s alpha targeted at ?0.80 for all scales. Quantitative data will be analyzed using ANCOVA to compare post-intervention achievement and motivation scores between groups, controlling for baseline measures; multiple regression will assess predictors of achievement gains, including motivation, self-efficacy, and engagement. A multilevel modeling approach will account for nested data (students within laboratory sections). Mediation analyses will test whether changes in motivation and self-efficacy mediate the relationship between laboratory type and achievement. Qualitative data from interviews and focus groups will be analyzed thematically using a semi-structured coding framework anchored in SDT and scientific thinking constructs, with triangulation across sources to enhance trustworthiness. Thematic analysis will identify perceived autonomy support, relevance, collaborative learning, and perceived rigor as mechanisms underpinning observed outcomes. Key expected findings include (1) students in inquiry-based labs will exhibit significantly higher intrinsic motivation, autonomous regulation, and science self-efficacy, accompanied by greater engagement in laboratory activities; (2) improved scientific reasoning and experimental design performance among the inquiry-based group, reflected in higher scores on the bespoke performance assessment and lab reports; (3) a moderated effect of prior interest in science, with greater gains for students with initially lower motivation; (4) qualitative insights revealing that autonomy-supportive instruction, iterative feedback, and collaborative inquiry mediate motivation and achievement. The study contributes to knowledge by providing robust empirical evidence on the effectiveness of inquiry-based labs in enhancing both affective and cognitive outcomes in undergraduate science education, clarifying the role of SDT-related constructs in lab-based learning, and offering contextually grounded insights into scalable implementation. It informs curriculum design, instructor professional development, and policy decisions regarding resource allocation for active-learning laboratories. The main conclusion anticipated is that inquiry-based laboratories yield meaningful improvements in motivation and achievement, particularly for students with lower initial motivation, when implemented with explicit autonomy-supportive practices and structured collaboration. Recommendations include integrating professional development emphasizing inquiry facilitation, aligning assessment to inquiry processes, ensuring sufficient time and materials for iterative experimentation, and conducting longitudinal studies to examine long-term impacts on persistence in STEM fields.