The Effect of an Inquiry-Based Learning Intervention on Pre-Service Science Teachers Test Performance

Abstract

Science education currently faces significant challenges with student disengagement and poor academic performance, largely exacerbated by a reliance on traditional, teacher-centered instruction. Inquiry-Based Learning (IBL) offers a proven, active-learning alternative to foster critical thinking. However, a critical gap persists its practical classroom execution, particularly among pre-service science teachers who often struggle with the content mastery necessary to facilitate inquiry phases effectively. This study aimed to determine the effectiveness of an IBL intervention on the academic test performance of pre-service science teachers. Utilizing a quantitative, one-group pretest-posttest research design, a sample of 20 pre-service science teachers completed the six-week IBL intervention progressing through its core phases: Orientation, Conceptualization, Investigation, Conclusion, and Discussion. Data were analyzed using descriptive statistics and a paired samples t-test. The results revealed a highly significant improvement in academic performance (p < .001, d = 18.89). Participants' baseline knowledge was categorized as "Good" (M = 24.40, 48.80%), which dramatically surged to "Very Good" level (M = 39.80, 79.60%) following the intervention. The findings confirm that structured IBL interventions proved to effective to overcome initial content knowledge deficits. This suggest that explicitly integrating IBL into teacher education programs is crucial for equipping future educators with the cognitive mastery and practical experience. The study was conducted with a small sample size, while the performance improvement is clear, future research should utilize quasi-experimental designs that include control groups for comparative effects of IBL against traditional instruction and subsequent studies should expand the application of IBL across different science domains.