The Effect of Inquiry-Based Learning on Students’ Attitude Toward Learning History and Academic Achievement at Secondary Schools
Bibliographic Data
| ID | 19216406 |
|---|---|
| Authors | Abrham Abebe (0009-0005-0280-9166, Jimma University, corresponding author), Tsegeye Zeleke (Jimma University), Wudu Melese (Jimma University) |
| Year | 2026 |
| Pages | 1-16 |
| Publication date | 2026-05-19 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Social Studies (BOOK_SERIES) |
| Journal identifiers | ISSN: 0037-7996 • E-ISSN: 2152-405X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00377996.2026.2631402 |
| OpenAlex | W7161627816 |
| Language | EN |
| References cited | 22 |
This quasi-experimental study investigated the effect of inquiry-based learning (IBL) on 10th-grade students’ attitudes toward learning history and their academic achievement. Participants comprised an experimental group (n = 72) and a control group (n = 77), drawn from four intact secondary school classes. Employing a pretest-posttest design supplemented by post-intervention interviews, data were collected using validated attitude questionnaires and achievement tests. Descriptive statistics and independent samples t-tests were used for analysis. Pretest results indicated no significant differences in attitude or achievement scores between groups at baseline. Following the IBL intervention, posttest results revealed a statistically significant improvement (p < .05) in both attitudes toward history and academic achievement scores within the experimental group compared to the control group. Qualitative insights from interviews further supported the positive influence of IBL. The findings demonstrate that inquiry-based learning significantly enhances secondary school students’ disposition toward history and elevates academic performance. Consequently, the study strongly recommends integrating IBL methodologies into secondary history curricula
Academic achievement · Achievement test · Experiential learning · Secondary education · Social studies · Student achievement · World history · Educational Methods and Outcomes · Educational Practices and Challenges · Educator Training and Historical Pedagogy
| Highly cited | No |
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