Effectiveness of Inquiry-Based Learning on Conceptual Understanding of Genetics in High School Biology Students: A Mixed-Methods Study

Project Abstract

This study investigates the impact of inquiry-based learning (IBL) on the conceptual understanding of genetics among high school biology students, employing a mixed-methods design to capture both measurable outcomes and the experiential processes underlying student learning. A quasi-experimental arrangement with two intact classes (IBL intervention and traditional instruction) was conducted over 12 weeks in three public high schools. Quantitative data were collected using a validated genetics concept inventory administered as pre- and post-tests, complemented by classroom observations and a structured researcher-made rubric assessing scientific reasoning, argumentation, and data interpretation skills. Qualitative data comprised semi-structured interviews with a purposive sample of students, teachers, and three focus groups consisting of students who participated in the IBL curriculum, aimed at elucidating perceived challenges, motivators, and the epistemic shifts associated with constructing genetic explanations. Data were analyzed using a convergent parallel mixed-methods approach, with quantitative results tested for statistical significance against covariates such as prior achievement and science self-efficacy, while qualitative data were coded thematically and triangulated with observational notes and artifact analysis (labs, student-generated models, and inquiry journals). Findings indicate that students exposed to IBL demonstrated a statistically significant improvement in genetics conceptual understanding compared with the control group, with effect sizes ranging from medium to large across the five key genetics domains molecular structure and function, inheritance patterns, gene expression, genetic variation, and evolutionary consequences. Gains were strongest in areas requiring model-based reasoning, evidence-based argumentation, and interpretation of data from experimental genetics activities. The mixed-methods results reveal that the success of IBL emerged from iterative cycles of hypothesis generation, experimentation, collaborative discourse, and reflective journaling, which collectively fostered metacognitive awareness of scientific reasoning steps. Qualitative insights highlight enhanced student engagement, greater tolerance for ambiguity, and the development of a more nuanced view of how empirical data support or refute genetic explanations. However, implementation challenges included time constraints within rigid pacing guides, the need for ongoing teacher professional development in facilitating inquiry discourse, and scalability concerns for large classes. The study identifies key instructional components that mediated learning gains explicit modeling of scientific argumentation, structured inquiry prompts aligned to genetics concepts, peer-critique protocols, and iterative feedback loops linking experimental outcomes to theoretical models. Implications for curriculum design include incorporating modular IBL sequences into standard biology courses, providing targeted professional development for teachers, and ensuring equitable access to high-quality inquiry experiences. The study contributes to the literature by offering empirical evidence of IBL’s effectiveness in genetics education and by detailing an integrated framework for assessing conceptual gains alongside epistemic development in science education. Limitations include potential confounding school-level factors and the relatively short intervention period, suggesting avenues for longitudinal research to examine the persistence of conceptual understanding and transfer to higher-order genetics reasoning.

Project Overview

What This Project Is About

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A plain-language overview of how teaching through questions and hands-on activities can help high school students understand genetics better than traditional lectures. The project compares an inquiry-based approach to standard teaching by looking at students’ grasp of genetic concepts, like inheritance, Punnett squares, and gene expression, through class activities and assessments.

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The Problem It Addresses

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Many students struggle to connect abstract ideas in genetics with real-world phenomena, leading to gaps in understanding. Traditional teaching often emphasizes memorization over inquiry, which can limit curiosity and deep learning. This project asks whether guiding students to explore questions and investigate data improves conceptual understanding and interest in biology.

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Objectives of the Project

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1. Compare conceptual understanding between inquiry-based and traditional instruction.
2. Identify which genetic concepts benefit most from hands-on inquiry.
3. Assess student engagement and attitudes toward biology.
4. Provide practical classroom guidelines for implementing inquiry activities.

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What You Will Do Step by Step

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Review literature on inquiry-based learning and genetics education.

Design two teaching units: one inquiry-based, one traditional, focusing on key genetics topics.

Recruit classes, administer pre-tests to gauge baseline understanding.

Implement the two instructional approaches over a term, collect quizzes, projects, and observation notes.

Analyze data using simple statistics to compare understanding gains and attitudes; summarize qualitative observations.

Discuss which methods worked best and propose practical classroom steps for teachers.

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Expected Outcome

Students exposed to inquiry-based learning are expected to show greater gains in conceptual understanding of genetics and report higher engagement, with clear guidance for teachers on applying these methods in real classrooms.