Philippine E-Journals

The aims of this study were to investigate the effects of inquiry-based instruction (IBI) on Taiwanese elementary and middle grade students’ learning outcomes from 1997 to 2009 and to explore the moderators that mediate the effectiveness of IBI on students’ conceptual knowledge growth, scientific process skills, and affective attitude attainments. Although the weighted mean effect size analyses attested to the greater positive benefits of IBI on students’ learning outcomes compared to traditional teaching, content area, grade level, and school location were found to moderate the effects of IBI on student learning outcomes. Based on the evidence presented in this study, suggestions for enhancing science teachers’ knowledge of using IBI to improve students’ scientific literacy are recommended.