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

Thesis Abstract

The persistent challenge of enhancing science achievement among high school students necessitates exploring innovative instructional strategies that foster deeper understanding and active engagement. Inquiry-Based Learning (IBL) has gained prominence as a pedagogical approach that promotes student-centered exploration, critical thinking, and scientific reasoning. Despite its theoretical endorsement, empirical evidence regarding the impact of IBL on high school science achievement remains inconclusive, particularly within contexts where traditional teaching predominates. This study aims to examine the effect of Inquiry-Based Learning on the science achievement of high school students, with specific objectives to quantify the difference in achievement scores between IBL and conventional instruction, identify students' perceptions of IBL’s efficacy, and determine the moderating influence of motivation and prior achievement on learning outcomes. A quasi-experimental research design employing a mixed-methods approach was adopted for this study. The quantitative component involved a non-randomized control and experimental group design, while qualitative data were collected through focus group discussions and interviews to contextualize findings. The study population comprised 600 students enrolled in senior secondary science classes in public high schools within the metropolitan district. A stratified random sampling technique was used to select 200 students for the experimental group and 200 for the control group, ensuring representation of gender, socioeconomic status, and academic performance levels. The primary data collection instruments included standardized science achievement tests, student perception questionnaires, and interview protocols. The achievement tests were developed and validated in accordance with national curriculum standards and subjected to expert review for content validity. Reliability indices for the instruments exceeded 0.85, indicating high internal consistency. Data analysis encompassed descriptive statistics (means, standard deviations), inferential analysis using Analysis of Covariance (ANCOVA) to compare post-test scores while controlling for pre-test differences, and multiple regression analysis to assess predictors of achievement. Thematic analysis was employed to interpret qualitative data pertinent to students’ perceptions and experiences of IBL, following Braun and Clarke’s (2006) framework. It is anticipated that students subjected to Inquiry-Based Learning will demonstrate statistically significant higher science achievement scores compared to their counterparts in traditional instructional settings. Additionally, positive perceptions of IBL’s effectiveness and engagement levels are expected to correlate with achievement gains. Moderating variables such as intrinsic motivation and prior academic performance are hypothesized to influence the magnitude of these effects. The findings are expected to substantiate the theoretical propositions of constructivist learning theories, specifically the Cognitive Development Theory and Social Constructivism, which underpin IBL’s pedagogical foundation. This research contributes to the existing body of knowledge by providing empirical evidence on the efficacy of Inquiry-Based Learning in enhancing science achievement within high school settings, particularly in contexts characterized by conventional teaching practices. It also delineates the role of student motivation and prior achievement in mediating learning outcomes, thereby informing targeted educational interventions. The study's main conclusion emphasizes the potential of IBL to transform science education through active student engagement and inquiry-driven instruction. Based on findings, it is recommended that policymakers and educators integrate structured IBL strategies into science curricula, provide professional development for teachers on inquiry methodologies, and foster a school culture that supports active learning. Future research should explore longitudinal impacts of IBL and its applicability across diverse educational contexts and science domains.