Investigating the effectiveness of inquiry-based learning (IBL) on students’ academic achievement
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Abstract
This study investigates the effectiveness of IBL on students’ academic achievement within an undergraduate education context. A quasi-experimental, pre-test–post-test control group design was employed, involving 60 second-year students assigned to either an IBL-based instruction group or a traditional lecture-based instruction group. Academic achievement was measured using a validated multiple-choice test aligned with the course objectives. Analysis of covariance (ANCOVA) results indicated that the students who were exposed to inquiry instruction performed significantly better than the students of the traditional instruction group with a very large effect size, though these results need to be interpreted cautiously due to unusually high values obtained. Furthermore, prior academic achievement emerged as a strong predictor of post-test performance. These findings highlight the considerable potential of inquiry-based learning to advance academic outcomes and reinforce the importance of initial learner preparedness. The study concludes by recommending broader adoption of structured inquiry models, such as the 5E learning cycle, while calling for future research to explore long-term effects and individual learner differences.
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