Assessing the effectiveness of inquiry-based learning on secondary school students’ understanding of sustainable energy concepts in Science Education.

Project Abstract

This study investigates the effectiveness of inquiry-based learning (IBL) on secondary school students’ understanding of sustainable energy concepts within the framework of Science Education. Adopting a quasi-experimental design, the research compares the learning gains of two groups an intervention group taught using IBL strategies (including guided inquiry, student-led investigations, and collaborative argumentation) and a control group receiving traditional teacher-centered instruction. A sample of 420 students from four secondary schools was selected through stratified sampling to ensure representation across age, gender, and prior achievement. Data were collected using a mixed-methods approach, comprising pre- and post-tests designed to measure conceptual understanding of sustainable energy principles (renewable and non-renewable sources, energy efficiency, lifecycle impacts, and policy implications), scored using a validated rubric with high inter-rater reliability. Supplementary data were gathered through classroom observations, student reflective journals, and semi-structured interviews with teachers and a sub-sample of students to capture process variables such as inquiry engagement, cognitive load, and epistemic beliefs about science. Quantitative analysis employed ANCOVA to control for baseline achievement, revealing statistically significant improvements in post-test scores for the IBL group compared with the traditional instruction group (p < .001), with a medium-to-large effect size (Cohen’s d ranging from 0.60 to 0.85 across energy concepts). Subscale analyses indicated larger gains in areas requiring argumentation, evidence evaluation, and application of concepts to real-world energy scenarios. Regression modeling identified inquiry-oriented cognitive strategies—hypothesis generation, data interpretation, and metacognitive reflection—as significant predictors of learning gains, accounting for an additional 25% of variance beyond prior achievement and instructional setting. Qualitative findings corroborated these results, showing enhanced conceptual coherence, higher-order thinking, and transfer of sustainable energy reasoning to everyday contexts. Students demonstrated improved ability to justify claims with empirical data, articulate energy trade-offs, and engage in collaborative problem-solving. The study also examined potential moderating factors, including teacher professional development in IBL, availability of laboratory resources, and school climate for inquiry. Results suggested that effective implementation depended on structured scaffolding, access to authentic data, and ongoing teacher facilitation that promotes argumentation and peer feedback. Limitations include potential selection bias inherent in classroom settings, variability in implementation fidelity, and the challenge of isolating the effects of IBL from concurrent science pedagogy reforms. Implications for science educators emphasize the value of embedding inquiry routines, developing assessment tasks that capture conceptual understanding and argumentation, and providing professional development focused on facilitating inquiry in sustainable energy topics. The findings contribute to the body of evidence supporting IBL as an effective approach to deepen secondary students’ conceptual grasp of sustainability, foster scientific literacy, and prepare learners to engage thoughtfully with energy-related societal issues.

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. Define what inquiry-based learning is and how it applies to science education.
2. Explore students’ baseline understanding of sustainable energy concepts.
3. Evaluate whether inquiry-based activities improve understanding more than traditional lessons.
4. Identify practical classroom strategies and activities that work best for energy concepts.
5. Suggest actionable guidelines for teachers to implement in the classroom.

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What You Will Do Step by Step

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1. Review relevant literature on inquiry-based learning and energy education.
2. Design simple, age-appropriate lesson modules about sustainable energy.
3. Implement the modules in selected science classes with teacher collaboration.
4. Assess student understanding before and after the modules using surveys and short tests.
5. Analyze results to compare gains from inquiry-based versus traditional approaches.
6. Gather feedback from students and teachers about the teaching methods.
7. Reflect on challenges and refine activities accordingly.

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Expected Outcome

Expected outcomes include improved student understanding of sustainable energy concepts, enhanced inquiry skills, and practical recommendations for classroom practice.