Enhancing Scientific Reasoning in STEM Online Education: A Mixed-Methods Study on The Impact of Independent Research Projects at a Community College

The expansion of online learning, especially since the onset of the COVID-19 pandemic, presents challenges in teaching complex skills like scientific reasoning in asynchronous settings. This study explores the impact of integrating an online independent research project into asynchronous plant science courses at a community college. Using a mixed-methods approach grounded in the Community of Inquiry framework and Garrison’s Online Learning model, the research employs a quasi-experimental design combined with qualitative narrative inquiry. Data analysis from 110 students indicated that the mean scores in the intervention group were higher than those in the control group, with differences of 8.45% in scientific reasoning, 18.19% in scientific writing, and 13.78% in questioning skills. A case study of “Alex,” a nontraditional student purposefully selected from the participants, illustrated a journey from initial resistance to academic success, highlighting the role of structured support and personalized feedback. These findings suggest that independent research projects and scaffolded guidance may be associated with higher mean scores in scientific competencies in online STEM courses. The study emphasizes the importance of innovative strategies that foster inquiry and collaboration in online education, offering insights for educators and policymakers.