Assessment of the effectiveness of inquiry-based learning on student achievement and engagement in high school biology.

Project Abstract

This study investigates the impact of inquiry-based learning (IBL) on student achievement and engagement in high school biology, addressing a gap between traditional teacher-centered instruction and student-driven scientific inquiry. Using a quasi-experimental design, two matched groups of upper-secondary biology students (n ? 120) across four schools participated over an 8-week unit on genetics and evolution. The experimental group experienced a structured IBL curriculum featuring problem-based investigations, guiding questions, hypothesis generation, experimental design, data collection, and collaborative data analysis, while the control group received conventional instruction emphasizing direct instruction, memorization, and standard lab activities. Pre- and post-tests measuring content knowledge, procedural understanding, and scientific reasoning were administered, complemented by process-oriented assessments such as inquiry journals, lab reports, and concept maps. Student engagement was evaluated through a validated multi-dimensional instrument capturing behavioral, affective, and cognitive engagement, along with classroom observation rubrics to assess participation, collaboration, and autonomy during activities. Data were analyzed using ANCOVA to compare post-test outcomes while controlling for pre-test performance, and mixed-methods analyses integrated qualitative indicators from journals, interviews, and observations to interpret patterns in engagement and learning trajectories. Results indicate a statistically significant improvement in overall biology achievement for the IBL group (p < .01) with moderate to large effect sizes in conceptual understanding of genetics and evolutionary mechanisms, relative to the control group. The IBL cohort also demonstrated superior progress in scientific reasoning, data interpretation, and ability to design controlled experiments, as evidenced by higher scores on rubric-based evaluations and richer quality of lab reports. Engagement metrics revealed meaningful enhancements in persistence, curiosity, collaboration, and autonomy among IBL students, with sustained engagement observed across challenging tasks and during cross-disciplinary discourse. Qualitative data corroborate these findings, revealing that students attributed greater relevance and interest to biology concepts when allowed to formulate questions, test hypotheses, and connect laboratory work to real-world biological phenomena. The study identifies critical factors that moderated effectiveness, including the provision of structured guidance, explicit assessment criteria for inquiry processes, teacher professional development in facilitating inquiry, and alignment of IBL tasks with curricular standards. Practical implications suggest that well-designed IBL units can elevate both achievement and engagement without sacrificing content coverage, provided there is scaffolding to support novice inquiry skills and ongoing feedback. Limitations include potential variability in teacher implementation, student prior experience with inquiry, and shortened time frame for full adoption of inquiry practices. The study contributes to the evidence base on science education by detailing how inquiry-based approaches influence high school biology outcomes, offering a framework for scalable integration, and informing policy recommendations for curriculum designers and teachers seeking to foster inquiry dispositions, robust conceptual understanding, and sustained student involvement in scientific exploration.

Project Overview

What This Project Is About

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A straightforward exploration of how inquiry-based learning (students actively investigate and question) affects how well high school biology students learn and stay engaged in class. The project compares inquiry-based activities with traditional teaching and looks at both test scores and student interest.

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The Problem It Addresses

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Many biology classes rely on lectures and memorization, which can limit understanding and motivation. This project investigates whether hands-on, student-led inquiry improves learning outcomes and keeps students more engaged, potentially guiding better teaching choices.

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Objectives of the Project

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1. Define what inquiry-based learning looks like in a high school biology setting.
2. Compare student achievement between inquiry-based and traditional lessons.
3. Assess student engagement and attitudes toward biology during different teaching approaches.
4. Identify challenges teachers face when implementing inquiry-based methods.

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What You Will Do Step by Step

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1. Review simple textbooks and articles on inquiry-based learning to create a basic framework.
2. Design biology lesson activities that involve questions, investigations, and evidence gathering.
3. Run a classroom or two as experimental (inquiry-based) and control (traditional) groups.
4. Collect data using quick quizzes, attitude surveys, and observation notes.
5. Analyze test scores and survey results to compare groups.
6. Discuss what worked, what didn’t, and why, with respect to feasibility in real classrooms.

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Expected Outcome

Expect to find that inquiry-based learning can boost understanding and interest in biology, especially for complex topics, while noting practical steps to implement it successfully and the conditions needed for positive results.