THE IMPACT OF INQUIRY BASED LEARNING ON STUDENTS UNDERSTANDING OF PHYSICS CONCEPTS
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THE IMPACT OF INQUIRY BASED LEARNING ON STUDENTS UNDERSTANDING OF PHYSICS CONCEPTS
Abstract
Inquiry-based learning (IBL) has gained recognition as an effective pedagogical approach for enhancing students’ conceptual understanding in science education. This study investigates the impact of IBL on students’ comprehension of physics concepts, focusing on whether active engagement in questioning, experimentation, and problem-solving leads to deeper learning compared to traditional lecture-based methods. A quasi-experimental design was employed, involving two groups of students: one exposed to IBL strategies and the other to conventional instruction. Pre- and post-tests were administered to assess conceptual understanding, while surveys and interviews provided insights into students’ perceptions of the learning process. The findings revealed that the IBL group demonstrated significantly greater improvement in conceptual understanding, critical thinking, and retention of physics principles. Additionally, students reported higher levels of motivation and curiosity when engaged in inquiry-driven activities. These results suggest that IBL fosters a more profound and meaningful grasp of physics concepts, supporting its integration into science curricula to enhance student learning outcomes.
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
The teaching and learning of physics, like other science subjects, play a crucial role in developing critical thinking, creativity, and problem-solving skills among students. However, in many educational settings, physics is often perceived as abstract and difficult, leading to low interest and poor performance among students (Ogunleye, 2002). Traditional teaching methods, which are largely teacher-centered and rely heavily on rote memorization, have been identified as contributing factors to this challenge (Adesoji & Olatunbosun, 2008).
Inquiry-Based Learning (IBL) is a student-centered pedagogical approach that encourages learners to ask questions, investigate problems, and construct their own understanding of scientific concepts. The approach aligns well with the constructivist theory, which emphasizes active involvement of learners in constructing knowledge rather than passively receiving information (Bruner, 1961). By engaging students in hands-on and minds-on activities, IBL fosters a deeper understanding of scientific phenomena, particularly in subjects like physics where conceptual comprehension is critical (Pedaste et al., 2015).
Studies have shown that when students are actively involved in the learning process through inquiry-based methods, they demonstrate improved conceptual understanding, better retention, and higher motivation (Hmelo-Silver et al., 2007; Abdi, 2014). In the context of physics education, inquiry-based learning allows students to explore fundamental principles through experimentation, observation, and reflective thinking. It empowers them to make sense of abstract concepts such as force, energy, and motion by relating them to real-world experiences (Nkwocha & Ifeakor, 2014).
Despite the reported benefits, the implementation of IBL in Nigerian secondary schools remains limited due to various constraints, including inadequate teacher training, large class sizes, and lack of instructional resources (Eze & Eze, 2016). Nevertheless, understanding the impact of IBL on students’ comprehension of physics concepts is vital for promoting effective science education and improving academic performance.
1.2 Statement of the Problem
Physics as a subject continues to record low performance in national examinations in Nigeria. This persistent poor performance has been partly attributed to ineffective teaching methods that do not engage students meaningfully in the learning process (WAEC Chief Examiners’ Report, 2020). Traditional lecture-based methods often fail to promote critical thinking or conceptual understanding among students.
There is a growing need to adopt innovative teaching strategies that can address these issues. Inquiry-Based Learning has been suggested as a viable alternative that promotes student engagement and understanding. However, empirical studies focusing on the effectiveness of IBL in enhancing students’ grasp of physics concepts in Nigerian secondary schools are still insufficient. This study, therefore, seeks to investigate the impact of inquiry-based learning on students’ understanding of physics concepts.
1.3 Objectives of the Study
The main objective of this study is to examine the impact of inquiry-based learning on students’ understanding of physics concepts. The specific objectives are to:
Determine the effect of inquiry-based learning on students’ academic performance in physics.
Compare students’ understanding of selected physics concepts taught using IBL and traditional methods.
Assess students’ attitudes towards physics when taught through inquiry-based learning.
Identify challenges associated with the implementation of IBL in teaching physics.
1.4 Research Questions
What is the effect of inquiry-based learning on students’ academic performance in physics?
How does students’ understanding of physics concepts differ between those taught using IBL and those taught using traditional methods?
What are the attitudes of students towards physics when taught using the inquiry-based approach?
What challenges do teachers face in implementing inquiry-based learning in physics instruction?
1.5 Research Hypotheses
H₀: There is no significant difference in the academic performance of students taught physics using IBL and those taught using traditional methods.
H₀: There is no significant difference in the level of understanding of physics concepts between students taught through IBL and those taught traditionally.
1.6 Significance of the Study
This study will be of great significance to various stakeholders in the education sector. For teachers, it will provide insights into effective instructional strategies that enhance conceptual understanding in physics. For curriculum planners and policymakers, the findings may inform the design of science curricula that support active learning. Students will benefit from improved comprehension of physics concepts, potentially leading to better academic outcomes. Furthermore, this research will contribute to the body of knowledge on the efficacy of inquiry-based instructional methods in science education.
1.7 Scope of the Study
The study is limited to selected senior secondary schools in [Your Local Government Area/State], focusing on students in SS2 who are currently studying physics. The study will cover selected physics topics such as mechanics, energy, and electricity. Only inquiry-based and traditional instructional methods will be examined.
1.8 Operational Definition of Terms
Inquiry-Based Learning (IBL): A teaching method that involves students in the learning process through questions, investigations, and critical thinking.
Physics Concepts: Foundational topics in physics such as force, motion, energy, and electricity.
Traditional Method: A teacher-centered approach that emphasizes lectures and memorization.
Students’ Understanding: The ability of learners to comprehend and apply physics concepts accurately.
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