Impact of inquiry-based learning on students’ performance in primary science: A quasi-experimental study.

Project Abstract

This quasi-experimental study investigates the effectiveness of inquiry-based learning (IBL) on primary students’ performance in science and explores how active engagement, scientific reasoning, and concept mastery are influenced by instructional strategies over a full academic term. The study was conducted in three public primary schools with a total of 360 students aged 9–11 years, drawn from the upper primary grades (4–5). A non-equivalent control group design was employed, with two classes assigned to the IBL intervention and two matched classes continuing with traditional teacher-centered methods. Data were collected using a mixed-methods approach comprising standardized science achievement tests, concept inventories, classroom observation rubrics, teacher logs, and student focus group interviews. Pre- and post-tests revealed a statistically significant improvement in science achievement for the IBL group (p < .01) compared to the control group, with an effect size (Cohen’s d) of 0.62, indicating a medium to large practical impact. Analysis of concept inventories showed notable gains in explanatory power, procedural understanding, and the ability to apply scientific concepts to novel situations, suggesting enhanced higher-order thinking skills. Regression analyses identified key mediators of achievement gains, including frequency of student–teacher dialogues, the degree of collaborative inquiry in daily lessons, and the use of open-ended prompts that required justification and evidence. Observational data corroborated these findings, showing higher levels of student initiative, hypothesis testing, data collection, and iterative reasoning in the IBL classrooms. Qualitative feedback from students indicated increased motivation, perceived relevance of science to everyday life, and a greater sense of ownership over learning. Teachers reported shifts in instructional practices toward scaffolding inquiry, designing authentic investigations, and leveraging guided inquiry to gradually release responsibility to students. However, challenges such as resource constraints, time management, and the need for targeted professional development in assessment for inquiry were identified. The study also examined potential moderators, including prior achievement, gender, and classroom socioeconomic status, finding that IBL yielded robust gains across subgroups, though effect sizes varied slightly. The results support the premise that IBL can enhance not only factual knowledge but also the conceptual coherence and methodological competencies essential for scientific literacy in early schooling. Implications for policy and practice include the adoption of structured inquiry frameworks, provision of inquiry-oriented materials and laboratory resources, professional development focused on facilitation and assessment of inquiry, and the integration of ongoing formative assessment to monitor student progress. The study contributes empirical evidence to the discourse on science education reform at the primary level and offers a practical blueprint for scaling IBL within resource-diverse school contexts. Limitations include non-randomized group assignment and potential classroom-specific confounds, suggesting avenues for future randomized trials and longitudinal follow-up to examine long-term retention and transfer of inquiry skills.

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. Understand how inquiry-based learning (IBL) affects science performance in primary students.
2. Compare IBL with traditional teaching methods in real classroom settings.
3. Identify which parts of IBL support or hinder student understanding.
4. Assess changes in student attitudes toward science after exposure to IBL.

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What You Will Do Step by Step

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1. Review relevant literature on inquiry-based learning and science achievement.
2. Design a quasi-experimental study with two comparable classes (one using IBL, one using traditional methods).
3. Develop and pilot data collection tools (tests, observations, and simple surveys).
4. Implement the teaching approaches over a defined period.
5. Collect pre- and post-instruction data from both groups.
6. Analyze results using basic statistics to compare performance.
7. Reflect on classroom observations to explain quantitative findings.
8. Discuss implications for teachers and policy in primary science education.

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Expected Outcome

Expect improved science achievement and more positive attitudes toward science in the IBL group, along with practical recommendations for implementing IBL in primary classrooms.