Exploring the Impact of Inquiry-Based Learning Strategy on Academic Achievement in Biology: A Case Study of TTC Save, Rwanda
Tite Ndikumana & Gabriel Nizeyimana
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS),
College of Education, University of Rwanda
Email: ndikumanatite@gmail.com
Abstract: The persistent challenge of low academic achievement in Biology among students has remained a major concern in science education, particularly in contexts where traditional teacher-centered instructional approaches continue to dominate classroom practice. This study explored the impact of inquiry-based learning strategy on students’ academic achievement in Biology at TTC Save. The study was guided by cognitive and Social Constructivism Theories and adopted a mixed-methods research approach employing a quasi-experimental design. Data were collected through achievement tests, questionnaires, classroom observations, and interviews, and analyzed using descriptive and inferential statistics for quantitative data and thematic analysis for qualitative data. The findings revealed that inquiry-based learning was widely implemented through scientific investigations, experimentation, collaborative learning, problem-solving, and guided classroom discussions. The study established that inquiry-based learning had a significant positive impact on students’ academic achievement by improving conceptual understanding, critical thinking, scientific reasoning, motivation to learn, and overall academic performance. However, challenges such as large class sizes, limited instructional time, classroom management difficulties, variations in students’ prior knowledge, and inadequate instructional resources constrained its effective implementation. The study concluded that inquiry-based learning is an effective learner-centered pedagogical strategy for improving students’ academic achievement in Biology. It recommends continuous professional development for Biology teachers, increased institutional support, adequate instructional resources, strengthened classroom management, and sufficient time allocation for inquiry-based activities. Future research should examine the long-term effectiveness of inquiry-based learning across different educational contexts.
