Assessment of the effectiveness of inquiry-based learning on high school biology achievement and scientific literacy.

Project Abstract

This study investigates the impact of inquiry-based learning (IBL) on high school biology achievement and scientific literacy, addressing a gap between traditional didactic instruction and student-centered inquiry practices in diverse classroom settings. A quasi-experimental design was employed across three public high schools with a total of 420 students from grades 10 to 12, randomly assigned to either an intervention group taught biology through structured IBL modules or a control group receiving conventional lecture-based instruction over a 12-week period. The intervention integrated carefully scaffolded inquiry cycles, including question formulation, experimental design, data collection and interpretation, evidence-based reasoning, and reflective discourse, aligned with national science standards and inquiry-based learning frameworks. Data were collected through a multi-method approach standardized biology achievement tests administered pre-, mid-, and post-intervention; a validated scientific literacy assessment measuring understanding of science concepts, issues, and arguments; classroom observation using a structured rubric focusing on inquiry discourse, collaboration, and epistemic metacognition; and student interviews to capture perceived changes in inquiry skills, motivation, and self-efficacy. Covariates such as prior achievement, socio-economic status, gender, and teacher experience were controlled using propensity score matching and multilevel modeling to account for clustering at the class level. Quantitative analysis revealed statistically significant improvements in post-test biology achievement and scientific literacy scores for the IBL group compared to the control group (p < .01), with effect sizes indicating moderate to large gains (Cohen’s d ranges from 0.50 to 0.78 across measures). Subgroup analyses suggested that gains were more pronounced among students in lower-achieving quartiles and those who demonstrated higher engagement during inquiry cycles. Qualitative findings from classroom observations and interviews indicated enhanced analytical reasoning, evidence-based argumentation, and collaborative problem-solving, accompanied by increased metacognitive awareness and willingness to test and revise hypotheses. The study also identified contextual factors moderating effectiveness, including teacher professional development quality, availability of laboratory resources, and time allocated for inquiry activities, highlighting the need for structured guidance within the inquiry process to prevent cognitive overload and ensure alignment with assessment demands. Results suggest that IBL can significantly elevate both procedural and declarative aspects of biology understanding, fostering robust scientific literacy that encompasses critical evaluation of scientific claims, interpretation of data, and communication of reasoned arguments. The study provides practical implications for curriculum designers, teacher preparation programs, and education policymakers, recommending scalable professional development, modular IBL units integrated with formative assessments, and equitable resource distribution to maximize benefits across diverse student populations. Limitations include potential classroom Hawthorne effects, variability in implementation fidelity, and the finite duration of the intervention, suggesting avenues for longitudinal follow-up to ascertain sustained impact and the influence of repeated exposure to inquiry-based pedagogy on long-term achievement and literacy.

Project Overview

What This Project Is About

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A plain-language overview of the topic and what the project investigates.

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The Problem It Addresses

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What problem or gap this project tackles and why it matters to the field or society.

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Objectives of the Project

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1. Identify how inquiry-based learning affects student curiosity and participation in biology classes.
2. Measure changes in student understanding of key biology concepts after inquiry-based activities.
3. Assess improvements in scientific literacy, including ability to interpret data and argue evidence-based conclusions.
4. Explore students’ attitudes toward science before and after implementing inquiry-based learning.

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What You Will Do Step by Step

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1. Review existing literature on inquiry-based learning and its impact on biology education.
2. Design or adapt inquiry-based activities suitable for high school biology topics.
3. Implement activities in selected classes and collect observations and feedback.
4. Administer pre- and post-tests to measure achievement and literacy gains.
5. Analyze data using simple statistical comparisons to identify trends.

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Expected Outcome

Expected outcomes include higher achievement in biology and stronger scientific literacy, along with practical guidance for teachers on applying inquiry-based methods.