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

Thesis Abstract

The persistent challenge of improving science achievement among high school students has driven educational scholars and practitioners to explore innovative pedagogical approaches, with inquiry-based learning (IBL) emerging as a promising method to foster deeper understanding and engagement. This study aims to empirically assess the impact of inquiry-based learning on high school students’ science achievement, with specific objectives to determine whether students exposed to IBL demonstrate significantly higher academic performance compared to traditional teaching methods, and to explore how variables such as students’ learning styles and teacher preparedness moderate this relationship. The research adopts a quasi-experimental pretest-posttest control group design, involving a sample of 200 students from four randomly selected public high schools within the metropolitan region. Participants are divided equally into experimental and control groups, with the experimental group experiencing an IBL instructional model over one academic semester, while the control group follows conventional lecture-based instruction. Data collection employs standardized science achievement tests validated for content and construct validity, alongside a teacher questionnaire measuring preparedness and pedagogical practices, and a student survey examining learning styles based on Honey and Mumford’s model. The reliability of instruments is confirmed through Cronbach’s alpha coefficients exceeding 0.80. Quantitative data analysis includes descriptive statistics, independent samples t-tests to compare pretest and posttest scores within and between groups, and covariance analysis (ANCOVA) to control for pre-existing differences, complemented by multiple regression analysis to identify predictors of science achievement. The study is grounded in Constructivist Theory, particularly Piaget’s theory of cognitive development and Vygotsky’s social development theory, which underpin the rationale for active student engagement and social interaction in the learning process. It is hypothesized that students in the inquiry-based learning environment will outperform their peers in traditional settings. Expected findings suggest that the implementation of IBL results in statistically significant improvements in science achievement scores, with effect sizes indicating practical significance. Furthermore, the analysis anticipates revealing that students’ learning styles and teachers’ proficiency in facilitating inquiry significantly influence the magnitude of achievement gains. The study contributes to the existing body of knowledge by providing concrete empirical evidence supporting the integration of inquiry-based pedagogies in secondary science education, thereby addressing gaps related to contextual applicability and moderating factors. It offers insights into how specific teacher preparation strategies could optimize the efficacy of IBL approaches. The main conclusion affirms that inquiry-based learning substantially enhances high school students’ science achievement, emphasizing the necessity for policy reforms and professional development programs centered on inquiry pedagogies. Based on these findings, it is recommended that educational stakeholders prioritize comprehensive teacher training in inquiry methodologies, incorporate inquiry-centered curricula, and promote a school culture that values active learning and student-centered instruction. Future research should explore longitudinal effects of IBL, incorporate qualitative methodologies to capture student and teacher perceptions, and examine broader psychosocial variables influencing achievement, thereby establishing a more holistic understanding of the pedagogical impact.