The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis

Inquiry-based learning (IBL) is regarded as an effective model for cultivating higher-order thinking skills but the precise components that enhance critical thinking skills remain inadequately comprehended. This study aims to investigate the impact of IBL on critical thinking skills in further detail. A literature search was performed utilizing the Scopus and ERIC databases for publications from 2000 to 2024. Specifically, quantitative empirical studies were reviewed with pre-experimental or quasi-experimental designs. 25 articles (divided into 36 studies) were selected and showed a substantial mean effect size of 1.27 [95% confidence interval: 0.78; 1.76], indicating a significant impact of IBL. Substantial heterogeneity (I² = 92.0%) indicated contextual variation, which necessitated subgroup analysis based on educational level, teaching strategies, information and communications technology utilization, duration, and evaluation. The findings highlight nuances in applying IBL and propose evidence-based recommendations to optimize its application in education, thus significantly contributing to the discussion on effective pedagogies for developing critical thinking skills.