Advancing student achievement with technology-enhanced inquiry-based learning: evidence from a quasi-experimental study

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Introduction Persistent limitations of traditional lecture-based instruction in promoting deep understanding and equitable learning outcomes have prompted exploration of innovative pedagogical approaches. Technology–Enhanced Inquiry-Based Learning (TIBLEP) has emerged as a promising alternative, integrating digital tools with inquiry processes to foster active engagement and knowledge construction. Methods This study investigated the effectiveness of a Technology–Enhanced Inquiry-Based Learning Package (TIBLEP) on students' achievement in Natural Science and examined the influence of demographic variables. The study included two groups of students: an experimental group exposed to TIBLEP and a control group taught with traditional instructional methods. Data were collected using the Natural Science Achievement Scale (NSAS), administered as both a pre-test and a post-test over a ten-week intervention period. Participants were assigned identification numbers to track performance. Results Descriptive statistics (frequency counts) summarized data trends, and Analysis of Covariance (ANCOVA) assessed the effect of instructional method on post-test scores, controlling for pre-test performance. Students in the TIBLEP group achieved significantly higher post-test scores than those in the traditional instruction group, demonstrating the effectiveness of technology-enhanced inquiry-based learning. Pre-test scores significantly predicted post-test outcomes, underscoring the role of prior knowledge. However, gender, age, location, and socioeconomic background did not significantly affect achievement, and no interaction effects were observed, indicating that the intervention was equally effective across demographic groups. Discussion The study concludes that TIBLEP is a highly effective and equitable instructional approach for improving students' achievement in Natural Science. Its consistent impact across diverse learner characteristics underscores its potential as a scalable solution to enhance science education. The findings emphasize the importance of integrating technology with inquiry-based pedagogy to promote meaningful, inclusive, and student-centered learning experiences.

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