ISSN: 2226-6348
Open access
This study investigates the effectiveness of the Inquiry-Based Learning (IBL) approach in enhancing learning mastery and student engagement within the context of biology education. A quantitative, correlational research design was employed, utilizing a stratified random sample of 380 senior secondary school students from urban areas of Yangzhou, China. Data were collected through a self-developed Learning Mastery Scale and an adapted Student Engagement Questionnaire, measuring behavioral, cognitive, and emotional dimensions. The key findings indicate that students in IBL-oriented classrooms demonstrated significantly higher learning mastery (Mean = 82.4, SD = 6.7) compared to their peers in traditional lecture-based settings (Mean = 75.1, SD = 8.3), with a statistically significant difference (t = 7.89, p < 0.001). A strong positive correlation was found between the level of IBL implementation and mastery (r = 0.63, p < 0.01). Despite its efficacy, significant implementation challenges were identified, including limited teacher training (68%), insufficient class time (72%), and a lack of technological resources (55%). Furthermore, the integration of technology tools such as virtual labs and simulations was shown to be a strong positive predictor of both student engagement (? = 0.68, p < 0.01) and conceptual mastery (? = 0.59, p < 0.05). The study concludes that IBL is a potent pedagogical model for improving educational outcomes in biology. However, its successful integration is contingent upon robust systemic support, encompassing targeted professional development for teachers, strategic technology integration, and adaptable curriculum design. This research provides evidence-based strategies for educators and policymakers to optimize IBL implementation, thereby fostering a more engaging and effective biology education.
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