Enhancing conceptual understanding of secondary school students on mechanics through inquiry-driven laboratory instruction in physics education

This study examined the impact of inquiry-based laboratory learning strategies on secondary school students’ conceptual understanding of mechanics in Ethiopia. A quasi-experimental design was employed with grade ten students divided into three groups: inquiry-based virtual laboratory experimental (IBVLE), inquiry-based physical laboratory experimental (IBPLE), and inquiry-based non-laboratory learning (IBNLL). Findings indicate statistically significant differences in conceptual understanding across the groups, with IBVLE producing the strongest improvements. The results highlight the potential of virtual laboratories, integrating with inquiry-driven instruction, to enhance mastery of mechanics concepts and address resource limitations in Ethiopian schools. The study recommends broader adoption of IBVLE, targeted teacher training in inquiry-based pedagogy, and policy support for ICT infrastructure to ensure equitable access to virtual labs. Such measures are essential for strengthening physics education and improving student outcomes.