Title: The Impact of Inquiry-Based Learning on Student Engagement in Science Classrooms in Ugandan Secondary Schools: A Mixed-Methods Study
Authors: Dr. Arinaitwe Julius, Ahumuza Audrey
Volume: 9
Issue: 12
Pages: 220-228
Publication Date: 2025/12/28
Abstract:
This mixed-methods study investigated the impact of inquiry-based learning (IBL) on student engagement in science classrooms across eight Ugandan secondary schools over a 16-week period from February to May 2024. Employing a convergent parallel design, the research utilized a quasi-experimental pretest-posttest control group design involving 480 Senior Two students (240 intervention, 240 control) studying Biology, Chemistry, and Physics, alongside qualitative data from semi-structured interviews with 24 teachers and 48 students, four focus group discussions, and 16 classroom observations. Teachers in intervention schools received professional development training and implemented IBL using the 5E instructional model, while control schools maintained traditional teaching methods. Student engagement was measured using the validated Science Student Engagement Instrument assessing cognitive, behavioral, and emotional dimensions. Quantitative analyses including independent and paired samples t-tests, ANCOVA, and multiple regression were conducted using SPSS version 26, while qualitative data were analyzed thematically using NVivo 12. Results demonstrated statistically significant improvements in all engagement dimensions for the intervention group with very large effect sizes (Cohen's d = 1.49-1.84), while the control group showed minimal changes (d = 0.18-0.20). ANCOVA results confirmed that intervention effects remained robust after controlling for baseline engagement, prior achievement, and socioeconomic status, with IBL accounting for 35-41% of variance in engagement outcomes. Multiple regression analysis revealed that IBL implementation was the strongest predictor of engagement (? = 0.614), with the overall model explaining 71.8% of variance; laboratory resources, teacher IBL experience, and smaller class sizes also positively predicted engagement. Qualitative findings revealed seven major themes: enhanced active participation (89% students, 92% teachers), improved conceptual understanding (81% students, 88% teachers), increased motivation and interest (87% students, 83% teachers), development of scientific skills (73% students, 96% teachers), implementation challenges related to large classes and limited resources (42% students, 100% teachers), enhanced social skills (78% students, 79% teachers), and shifts in teacher-student dynamics (68% students, 75% teachers). The study concluded that inquiry-based learning significantly enhanced multidimensional student engagement in Ugandan secondary science classrooms, though successful implementation required adequate resources, teacher professional development, manageable class sizes, and systemic reforms addressing examination pressures. Recommendations included systematic curriculum integration of IBL with resource allocation, comprehensive teacher professional development programs, and examination reforms to align assessments with inquiry-based learning outcomes. This research provided the first comprehensive mixed-methods evidence of IBL's effectiveness in Ugandan secondary schools, contributing to both international science education literature and contextualized understanding of learner-centered pedagogies in resource-constrained African educational settings.