Investigating the effects of inquiry-based learning on students’ performance in circulatory system at Winneba Senior High School

Abstract

The research aimed to analyze the effect of IBL on student academic performance as well as gender differences and student perceptions in the circulatory system. The study employed a quasi-experimental design with non-equivalent control groups, which was based on constructivist learning theory from Piaget (1952) and Vygotsky (1978). The study sample consisted of 60 Form 2 Home Economics students who were separated into an experimental group that learned through IBL and a control group that experienced traditional teaching methods. The study used pre-tests together with post-tests and student perception questionnaires as data collection tools, which were analyzed through descriptive statistics and inferential statistics. The findings demonstrated that IBL students achieved statistically better academic outcomes since their average test results rose from 65.1 to 80.2, while control group students showed an increase from 64.5 to 70.3. The study revealed no meaningful gender gap in academic results, which means IBL works equally well for male and female learners. The results from the post-test evaluation demonstrated that students who learned through IBL achieved higher results when compared to those who learned through traditional teaching methods according to the independent samples t-test which produced t(58) = 4.35, p < 0.001. The majority of students who experienced IBL instruction reported positive feedback because it improved their engagement levels and critical thinking abilities and made biology lessons more enjoyable. The study established that IBL functions as an efficient pedagogical method that boosts students' understanding of biology concepts together with their academic results and biological study motivation. Though further research is required to investigate the long-term impact of IBL, various educational settings and educators are advised to implement IBL methods in biology lessons while providing educational resources and teacher training to achieve successful adoption of this approach.