This study investigates the effectiveness of inquiry-based learning (IBL) compared to traditional lecture methods in teaching biology concepts to undergraduate students. A quasi-experimental design was employed with 120 students across four sections of an introductory biology course over one semester. Two sections (n=60) received instruction through inquiry-based learning approaches, while two control sections (n=60) used traditional lecture methods. Pre- and post-assessments measured conceptual understanding, with additional measures for student engagement and retention. Results indicated that students in the inquiry-based learning group demonstrated significantly higher post-test scores (M=78.5, SD=8.2) compared to the traditional lecture group (M=71.3, SD=9.1), t(118)=4.67, p<0.001. Effect size calculations revealed a medium to large effect (Cohen's d=0.85). Students in the IBL group also showed greater improvement in critical thinking skills and reported higher levels of engagement. These findings suggest that inquiry-based learning approaches are more effective than traditional lecture methods for teaching biology concepts, particularly in promoting deeper conceptual understanding and student engagement.
Mary Ann A. Apor (2025) studied this question.