Does Inquiry-based Learning Improve the Academic Performance of Science Students? Analysis Based on PISA 2018

Abstract

The studies that relate the usage model of teaching and students´ academic achievement in science are characterized by their recent and unequal nature. This research dealt to determine the relationship between the usage of an inquiry-based model (ibl) -open and guided- in sciences. The final sample was made up of 2526 teachers from the different Autonomous Communities of Spain and the students’ science achievement in pisa 2018 (35943 students). A quantitative nonexperimental, cross-sectional descriptive-correlational research design was carried out in which the umepe questionnaire, was administrated to compulsory Secondary Education science teachers. The results obtained using regressive-correlation models and average scores, show significant relationships between the ibl model teachers´ usage and students´ science achievement in pisa 2018, although this relationship and influence is higher in teacher-directed guided inquiry than in student-directed open inquiry. Conversely, when a traditional model is applied, there is no relationship or influence between the variables; although, the elevated use of the ibl and the traditional model could be generating high or low science achievement, depending on the context. These findings are contrary to the main literature –where traditional model usage by teachers generates higher students´ science achievement– and could be used in order to plan science educational curricula from an empirical perspective.