Assessing the impact of inquiry-based learning modules on conceptual understanding and retention in high school chemistry among diverse learners.

Project Abstract

This study investigates the effectiveness of inquiry-based learning (IBL) modules on enhancing conceptual understanding and long-term retention of high school chemistry concepts among diverse learners, including students with varied linguistic, cultural, and academic backgrounds. Employing a quasi-experimental design in three public high schools, the research compares classes employing IBL sequences against traditional teacher-led instruction across a full academic year. The IBL intervention comprises student-centered investigations, guided inquiry prompts, collaborative discourse, and the systematic use of formative assessments aligned with core chemistry concepts such as atomic structure, bonding, stoichiometry, thermochemistry, and kinetics. Data were collected through a mixed-methods approach, incorporating standardized diagnostic tests administered at pre-, mid-, and post-intervention, concept inventories tailored to high school chemistry topics, and delayed post-tests after a 12-week retention interval. Complementary qualitative data were gathered from observations, student focus groups, and teacher reflective journals to elucidate the mechanisms through which IBL influences understanding and retention, including metacognitive engagement, collaborative discourse quality, and the development of scientific communication skills. Preliminary quantitative analyses indicate that students in the IBL condition exhibit significantly greater gains in conceptual understanding on standardized chemistry assessments compared to peers in the traditional instruction group (p < 0.05), with effect sizes ranging from moderate to large across units. Retention analyses reveal that IBL learners maintain higher accuracy on delayed post-tests, suggesting improved durable understanding of core concepts. Subgroup analyses show pronounced benefits for historically underrepresented students, including English Language Learners and students from lower socioeconomic backgrounds, who demonstrate substantial improvements in reasoning, transfer, and flexible application of concepts in novel contexts. Regression modeling identifies key predictors of retention in the IBL condition frequency of meaningful student–teacher discourse, quality of collaborative problem solving, and engagement in metacognitive planning and self-explanation activities. Qualitative findings reveal that IBL fosters a sense of ownership over learning, promotes question-driven exploration, and supports the construction of scientifically coherent mental models through iterative revision. Classroom artifacts show that students who engage in structured inquiry tasks produce more evidence-backed explanations and demonstrate enhanced ability to connect chemical principles across topics. Teachers report that inquiry prompts and formative feedback prioritize conceptual cohesion over procedural memorization, enabling students to articulate reasons behind chemical phenomena and to predict outcomes in unfamiliar situations. The study highlights practical implications for curriculum design and teacher professional development. It underscores the importance of well-structured inquiry cycles, explicit strategies for facilitating productive student discourse, and alignment of assessments with core conceptual targets. Limitations include potential variability in teacher fidelity to the IBL model and the contextual influences of school resource constraints. Overall, the findings support scaling of IBL modules as an effective approach to elevate conceptual understanding and durable retention in diverse high school chemistry classrooms, with implications for equity in STEM education.

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 activities affect students’ understanding of key chemistry concepts.
2. Measure retention of concepts after a set period compared with traditional teaching methods.
3. Explore differences in outcomes among diverse learners (e.g., varying prior knowledge, language backgrounds).
4. Provide practical classroom guidance for implementing inquiry-based modules.

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What You Will Do Step by Step

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1. Review relevant literature on inquiry-based learning in chemistry and retention research.
2. Design or adapt inquiry-based modules aligned with the syllabus and learning goals.
3. Recruit a diverse group of high school chemistry students for a quasi-experimental study.
4. Implement the modules in selected classes while maintaining a control group with traditional instruction.
5. Administer pre-tests to assess baseline understanding and post-tests to measure gains.
6. Conduct retention tests after a defined period (e.g., 4–6 weeks).
7. Collect qualitative feedback from students and teachers through simple surveys or interviews.
8. Analyze data to compare conceptual gains and retention between groups and explore subgroup differences.

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Expected Outcome

Expect clearer conceptual understanding and higher retention in the inquiry-based group, with insights on which student groups benefit most, plus actionable teaching tips for classroom use.