Impact of Inquiry-Based Learning on High School Students' Science Achievement

Thesis Abstract

This study investigates the impact of inquiry-based learning (IBL) on high school students' science achievement within public educational settings, addressing the persistent challenge of enhancing science literacy and fostering scientific inquiry skills among secondary school learners. Despite widespread implementation of inquiry-based pedagogies in science education, empirical data on their effectiveness in improving students’ academic performance remains inconclusive, necessitating rigorous inquiry into their actual influence on student achievement. The primary aim is to evaluate whether integrating inquiry-based learning strategies significantly enhances students’ science achievement compared to traditional instructional approaches, with specific objectives to assess students’ conceptual understanding, scientific reasoning skills, and motivation in science subject areas. Employing a quasi-experimental research design, the study compares two comparable groups of senior secondary students enrolled in physics and biology courses in a metropolitan school district. The population comprises approximately 600 students from four schools, from which a total sample of 200 students will be selected through stratified random sampling to ensure representation across gender, grade level, and socioeconomic background. Data collection instruments include standardized science achievement tests aligned with curriculum standards, validated science reasoning assessments, and motivation questionnaires adapted from the Science Motivation Questionnaire. These instruments will be piloted in the preliminary phase to establish validity and reliability, with Cronbach’s alpha coefficients exceeding 0.80. Data analysis will involve descriptive statistics to profile the sample, followed by inferential techniques including Analysis of Covariance (ANCOVA) to determine differences in post-test scores between the inquiry-based and conventional groups while controlling for pre-test scores. Multiple regression analyses will explore the predictors of science achievement, considering variables such as motivation and reasoning skills. Qualitative data from focus group discussions with students and teachers will be analyzed thematically to contextualize quantitative findings and elucidate perceptions of inquiry-based learning practices. It is anticipated that students exposed to inquiry-based instruction will demonstrate statistically significant improvements in science achievement scores, higher levels of scientific reasoning, and increased motivation relative to their peers receiving traditional instruction. The study is expected to confirm that active participation in inquiry fosters deeper conceptual understanding and enhances critical thinking skills, consistent with the theoretical frameworks of Jean Piaget’s constructivist theory and David Kolb’s experiential learning model. These findings will contribute to the ongoing discourse in science education by providing empirical evidence on the effectiveness of inquiry-based pedagogies in secondary education contexts. The research contributes to knowledge by offering detailed insights into the mechanisms through which inquiry-based approaches influence student outcomes, identifying specific factors that mediate or moderate this relationship. The conclusions affirm the positive impact of IBL on science achievement and recommend its integration into science curricula with appropriate teacher professional development and resource support. Practical implications include designing targeted instructional strategies to maximize inquiry learning’s benefits and informing policymakers on effective science pedagogies. The study also highlights areas for further research, such as longitudinal investigations on the sustainability of inquiry-based learning effects and its impact across diverse educational settings. Overall, this research underscores the vital role of inquiry-driven pedagogies in elevating secondary students’ scientific competencies and fostering a progressive science education paradigm.