Impact of inquiry-based learning on conceptual understanding and long-term retention in high school biology students

Project Abstract

Inquiry-based learning (IBL) was implemented in a grade-11 biology course to examine its effects on conceptual understanding and long-term retention among high school students. The study employed a quasi-experimental design across two matched classrooms over a full academic term, with one class adopting an IBL framework and the other continuing with traditional teacher-centered instruction. A mixed-methods approach was used to triangulate quantitative outcomes with qualitative insights, incorporating pre- and post-tests, delayed post-tests after eight weeks, and reflective student artefacts. Conceptual understanding was measured using a validated biology concept inventory aligned with the national biology curriculum, focusing on core topics such as cellular processes, genetics, evolution, and ecosystems. Long-term retention was assessed through a delayed post-test administered four weeks after the conclusion of the instructional units. Additionally, student engagement, epistemic beliefs about science, scientific reasoning, and inquiry skills were evaluated using standardized instruments and structured classroom observations. Quantitative results indicated a statistically significant improvement in post-test scores for the IBL group compared with the control group (p < .05), with a medium effect size (Cohen’s d ? 0.50). The delayed post-test revealed sustained gains in the IBL cohort, suggesting enhanced long-term retention of core biology concepts. The analysis controlled for prior achievement and baseline conceptual understanding, indicating that the observed effects were attributable to the instructional approach rather than pre-existing differences. The qualitative data corroborated these findings students in the IBL condition demonstrated deeper conceptual explanations, more robust justification for scientific claims, and greater ability to transfer learned concepts to novel contexts. Classroom observations revealed higher levels of student question-asking, collaborative problem-solving, and evidence of iterative reasoning, with teachers scaffolding inquiry through carefully designed prompts, evidence gathering, and peer discourse. Further examination revealed that IBL facilitated improved metacognitive awareness, as students explicitly reflected on their thinking processes and strategies for inquiry, which correlated with higher performance on open-ended assessment items and tasks requiring application to unfamiliar scenarios. Despite these gains, some challenges emerged, including initially slower pace, the need for substantial teacher professional development, and ensuring equitable participation in group work. The study discusses how structured inquiry scaffolds, clear rubrics for evidence evaluation, and explicit linking of inquiry activities to core learning objectives can mitigate these challenges. Implications for curriculum design suggest integrating short, recurring inquiry cycles within biology units to promote conceptual cohesion and durable understanding. The study concludes that well-implemented IBL not only strengthens immediate mastery of biology concepts but also fosters enduring, transferable scientific reasoning skills essential for higher education and informed citizenship.

Project Overview

What This Project Is About

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A straightforward look at how asking students to explore biology concepts through guided questions and experiments (inquiry-based learning) affects their understanding now and how well they remember it later. The project compares this approach to traditional teaching and measures changes in understanding and retention over time.

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The Problem It Addresses

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Many biology lessons rely on memorization rather than deep understanding, leading to quick forgetting. This project explores whether inquiry-based learning helps students build lasting ideas and apply them to new situations, which is important for success in science and informed citizenship.

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Objectives of the Project

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1. Assess changes in core biology concepts after using inquiry-based activities.
2. Compare short-term understanding with long-term retention between groups.
3. Identify which aspects of inquiry-based learning most support memory.
4. Provide practical teaching recommendations for high school biology

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What You Will Do Step by Step

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1. Review existing studies on inquiry-based learning in biology.

2. Design a classroom intervention where students explore concepts through guided questions and experiments.

3. Run the intervention with one class and use a conventional lesson with another as a control.

4. Test understanding immediately after instruction and again several weeks later to measure retention.

5. Analyze results to see which concepts were improved and how retention differed between groups.

6. Interpret findings and suggest classroom strategies.

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Expected Outcome

Expected to show improved conceptual understanding and better long-term retention for students exposed to inquiry-based learning, with clear guidance on which activities support lasting learning and how to implement them in real classrooms.