Assessing the impact of inquiry-based laboratory modules on senior chemistry education: a comparative study of student motivation, conceptual understanding, and critical thinking skills.

Project Abstract

In this study, we evaluate how inquiry-based laboratory modules influence senior chemistry students' motivation, conceptual understanding, and critical thinking skills, comparing outcomes with traditional verification-focused laboratory experiences across two public universities. A quasi-experimental design was employed over an academic cycle, involving 320 undergraduates enrolled in second-year and final-year chemistry courses, randomly assigned to either the intervention group (n=160) experiencing collaboratively designed inquiry-based labs or the control group (n=160) engaging in standard cookbook-style experiments. Mixed-method data were collected through validated instruments, including the Motivation for Science Learning Scale, the Chemistry Concept Inventory, and the Critical Thinking Assessment Test, administered at pretest, immediate posttest, and a 6-month follow-up to gauge retention. Complementary qualitative data were gathered via semi-structured interviews with a purposive sample of 24 students and 8 laboratory instructors, coupled with classroom observations using an emergent coding framework to capture behavioral indicators of inquiry, collaboration, and epistemic engagement. Quantitative results indicate a statistically significant improvement in intrinsic motivation, autonomy, and self-efficacy for the inquiry-based group compared with the control group (p < .01), with effect sizes ranging from medium to large (Cohen’s d = 0.45–0.78). Conceptual understanding showed substantial gains in the inquiry group, as reflected by higher posttest scores on the Chemistry Concept Inventory (mean difference = 12.4 points, p < .001) and stronger gains in cross-cutting concepts, model-building, and linkage between macroscopic observations and molecular explanations. Critical thinking skills demonstrated notable enhancement in analysis, evaluation, and evidence-based reasoning tasks, with domain-specific items showing the largest gains in experimental design, hypothesis formulation, and data interpretation (p < .01; d = 0.50–0.72). The 6-month follow-up revealed sustained advantages for motivation and critical thinking, while conceptual understanding remained significantly higher but showed partial attenuation relative to immediate posttest. Qualitative findings corroborate the quantitative results, revealing that inquiry-based modules foster deeper engagement through authentic scientific practices, collaborative problem-solving, and explicit metacognitive prompts. Students described heightened ownership of investigative processes, improved ability to articulate reasoning, and greater appreciation for uncertainty and iterative refinement. Instructors reported challenges related to pacing, resource requirements, and the need for professional development in facilitating inquiry-oriented discourse, yet observed shifts toward student-centered discourse, increased documentation of evidence, and richer lab narratives. The study identifies several mediating factors, including the quality of inquiry prompts, scaffolding of experimental design, opportunities for peer feedback, and alignment of assessment tasks with intended learning outcomes. Implications for curriculum design emphasize scalable professional development, modular lab kits that supportopen-ended inquiry without compromising safety, and assessment rubrics that capture process skills alongside content mastery. Limitations include potential selection bias within course sections and the variability of instructor implementation fidelity. Overall, the findings suggest that well-implemented inquiry-based laboratory modules can substantially enhance motivation, deepen conceptual understanding, and strengthen critical thinking in senior chemistry education, with durable effects beyond the immediate instructional period.

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 labs affect student motivation in senior chemistry courses.
2. Compare conceptual understanding between inquiry-based and traditional labs.
3. Explore changes in students’ critical thinking skills after participating in inquiry-based modules.
4. Provide practical guidance for implementing inquiry-based labs in undergraduate programs.

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What You Will Do Step by Step

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1. Review existing literature on inquiry-based learning in chemistry.
2. Design or select inquiry-based laboratory activities suitable for senior students.
3. Develop assessment tools to measure motivation, understanding, and critical thinking.
4. Administer activities to two groups: inquiry-based and traditional lab learners.
5. Collect data from surveys, tests, and reflective prompts.
6. Analyze data to identify differences and patterns between groups.
7. Interpret results in the context of pedagogy and curriculum goals.
8. Draft recommendations for classroom practice and potential future studies.

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Expected Outcome

1. Evidence on how inquiry-based labs influence motivation and understanding.
2. Insights into which aspects of critical thinking improve most with this approach.
3. Actionable strategies for instructors to implement effective inquiry-based activities.