The impact of Inquiry-Based Learning on students’ agency

Abstract

This qualitative study aims to determine the impact of Inquiry-Based Learning on student
agency. This study aims to examine students’ and teachers’ perceptions and experiences on
IBL and how it has developed their voice and choice in learning. Through insights on
students’ thoughts and experiences on the IBL process, the study will highlight the role
inquiry plays in the learner-centered approaches and emphasize how the learner is paramount
in making learning decisions. Constructivism is integral and will augment the need for the
student to construct their own knowledge from interests and also highlight the role of the
teachers in the inquiry process. The data collection process will involve more than fifty
participants who are students and teachers. Questionnaires and interviews will be used to
collect data which will be triangulated to test the dependent variables. Therefore the study
significantly depicts the huge role Inquiry-Based learning plays in enhancing Voice and
choice of the students as they construct knowledge and drive inquiries for deeper
understanding of concepts.

Key Words​ (Inquiry-Based Learning, students’ agency, choice, voice)

1. Introduction

Background of the Study

21st-century education should ensure there is a dynamic focus on creating global citizens.
There is a shift in the preparation of students for a skill-oriented world and curriculums across
the world are adopting different learning mechanisms to accommodate this need.
Inquiry-Based Learning (IBL) which is founded on constructivism, ensures students are able
to construct meaningful knowledge through an inquiry process. The shift to student autonomy
in learning has necessitated a change in traditional curriculums which mainly focused on ‘rote
learning’ as described by Chu et al. (2008) and they are now focusing on empowering the
students by giving them choice and voice in the learning process. Pedaste et al. (2012) define
inquiry-based learning as the process of discovering new relations, with the learner
formulating hypotheses and then testing them by conducting experiments and/or making
observations.

Although this is mostly in science education, in IBL there is a need to create authentic
discovery processes and logically connected units that guide students and draw attention to
diverse ways of thinking(Pedaste et al., 2015). Duffy & Raymer (2010), establishes a
“framework for thinking how people learn.” This is achieved by outlining three basic
characteristics which they believe make up the IBL learning environment. These three are;
“learning is centered around problem-solving, the learner takes the ownership of the problem
and learning is supported rather than directed.” (Duffy & Raymer, 2010 p.6). This argument is
supported by Nuangchalerm (2014) in​ Inquiry-based Learning in China: Lesson learned for
School Science Practices a​ s he​ ​discusses the experiences of an IBL science classroom and
concludes that, teachers are an important asset in the classroom and the role they should play
is that of a facilitator. He also noted that questioning is an important aspect in an inquiry
setting to make connections between prior knowledge to accommodate new knowledge and
foster high-order thinking skills (Nuangchalerm, 2014 p.66).

On Global-scale there are curriculums that have embraced IBL and they use inquiry to drive
authentic learning and develop holistic learners. International Baccalaureate (IB) provides
schools with rigorous educational programmes which range from the Diploma Programme
(DP), Middle Years Programme (MYP), and Primary Years Programme (PYP). These
programmes are majorly run through units of inquiry and the approaches to teaching and
learning mainly incorporate IBL. In this study, I will focus on MYP. in the approaches to
teaching, IB stipulates that all its programmes are inquiry-based and notes that; inquiry moves
students from their current level of understanding to a new and deeper level of understanding
(MYP: From principles into practice, 2015).

In the Kenyan context, there has been a call for curriculum reform that needs to cater to the
demands in the job market. Over the years, the 8-4-4 system of education has been criticized
for being academic and exam-oriented. The Kenya Institute of Curriculum Development
(KICD) in the ​Basic Education Curriculum Framework​ noted that the 8-4-4 curriculum does
not nurture the interests and needs of learners nor does it ensure sustainable development in
the current world (Kenya Institute of Curriculum Development, 2017). To mitigate the gaps in
the education system, there have been reforms and the Kenya Competence-Based Curriculum
has been adopted to ensure not only do the students learn the knowledge and skills, but they
are able to apply them in real-life situations (p.21). To enhance the 21st-century skills needed
for global significance, the IBL is, therefore, a practical solution to fill the gaps in most
education systems and ensure there are independence and choice in learning.

1.2 Statement of the problem

There has been great emphasis on the importance of IBL in science and mathematics
curricula. Most research emphasis has been on how IBL can enhance independent learning
and formulation of new knowledge and transfer of skills. Importantly, conceptual and
meaningful learning has been emphasized to ensure learners are able to relate their learning
experiences to real-life situations. Additionally, as learners take ownership of the learning
process in an inquiry setting, they engage with the complexities of problems and this enables
them to critically transfer learning (Duffy & Raymer, 2010 p. 6).

Research literature has focused on documenting the successes of IBL in promoting critical
thinking skills (Duran & Dökme, 2016), student motivation, and high-order thinking (Johnson
& Cuevas, 2016) and research skills (Chu et al., 2008). However, it is important to highlight
the role of the learner in the process of IBL and give them voice and choice so that they can
be active stakeholders in the learning process. Donnini (2015) delves into the role of the
student’s voice and choice in learner-centered approaches and further suggests research in
exploring the evolution of learner-centered models that give learners choice and voice and
providing them real-world experiences (p. 147). Although there is research on IBL, there has
been less focus on students’ agency (voice and choice) in the inquiry process. Therefore, this
study aims to bridge the gap by highlighting students’ thoughts and experiences on the IBL
process. The purpose of this study, thus, is to examine students’ and teachers’ perceptions and
experiences on IBL and how it has developed their voice and choice in learning.

1.3 Objectives of the Study

This study is going to be guided by the following objective;-

1. To determine the impact of IBL on development of student agency

1.4 Research Questions

The main research question for this study is:

1. How does IBL enhance the development of student agency?

2. Literature review

2.1 Theoretical Framework

Constructivism

Inquiry-Based Learning involves students constructing new knowledge and creating meaning
from different scenarios. Constructivism, which provides different ways in which knowledge
is constructed, is the foundational theory behind IBL. therefore it is important to understand
how students construct knowledge through different paths in the inquiry process.
Inquiry-Based Learning has developed over the centuries to accommodate different learners
and also to embrace technological changes. The major theoretical foundations of IBL is
constructivism. Through the works of John Dewey, Jean Piaget, and Lev Vygotsky, the
educational experiences have changed and there is more focus on the child than the teacher in
modern classrooms. Primarily, the need to have effective educational systems and curriculums
has seen the shift in paradigms of educational thinking and the classroom is being restructured
to fit different learning needs and interests of the child. In a discussion on ​John Dewey and
His Philosophy of Education, ​Sikandar (2015 p. 193) points out that, the disparity between a
child’s experiences and concepts imposed upon them was a great concern for Dewey.
Therefore to mitigate this disparity, Dewey in his work emphasizes the need to capitalize on
the child’s experiences and abilities (Sikandar, 2015). Importantly, experiences which are one
of the tenets of constructivist pedagogy involve active assimilation (Jia, 2010) and the
construction of new knowledge through prior experiences.

Jones and Brader-Araje(2002) evaluate Piaget's focus on the construction of knowledge. They
argue that Piaget primarily focuses on the active engagement of the learner in the learning
process. It is therefore important to note, Piaget proposes an active role of the learner in the
construction of knowledge which involves the assimilation of new knowledge and connection
to the existing one. On the other hand, Dewey (1916) assumes a different approach to the
construction of knowledge. He emphasizes experiential learning which strengthens learners'
curiosity and gives them meaning for learning. He notes that “ reconstruction or
reorganization of experience...increases the ability to direct the course of subsequent
experience.” The active engagement of the learner from a constructivists point of view
enables them to construct knowledge on different dimensions and encourages them to freely
utilize their innate aptitudes and interests. This concept is important in the inquiry process
since the learning process begins from what the students know or their prior experiences to a
point where they can synthesize new information and make conclusions based on the
interrogation between existing and new knowledge.

Social Learning Theory

Contrary to the personal and experiential constructivist approaches, Vygotsky’s social

learning theory emphasizes the role of the social and cultural context in the construction of
knowledge (Dagar & Yadav, 2016). Importantly, the interactions between the teacher and the
student become the primary focus of social constructivism with emphasis on Vygotsky's Zone
of Proximal Development (ZPD). ZPD emphasizes the role of the community and significant
others in a child's learning process. This approach mirrors an ideal IBL classroom where the
learner takes the lead in the learning process with the support of the teacher to create a
collaborative learning environment. Notably, Serafín et al. (2015) comments on the role of the
teacher in the constructivist instruction by noting that,

“The role of the teacher is changing – he/she becomes a warranter of the method, not
the warranter of the truth. The teacher becomes a facilitator of the pupils’ learning,
he/she helps the pupil to find the effective approaches to the learning” ( p. 593)

With a lot of emphasis on the child as the center of knowledge construction, there is also a
need to interrogate with literature and look at the role of the teacher in the whole process.
Therefore, in an IBL classroom, it is expected that the teachers guide the learner into
successful authentic inquiries that enable them to own their learning and construct meaning. It
is therefore important to emphasize the role of learners in the inquiry cycle and process and
how this helps develop the voice and choice in learning.
2.2 Inquiry-Based Learning and Student Agency

Learner empowerment in​ ​the learning process takes many forms. The environment, process,
and product give the learner's an opportunity to drive their learning and give them the ability
to nurture their curiosity. The inquiry cycle which occurs in different levels delves into
learner's existing knowledge and also drives them into a level of new inquiry to develop new
knowledge. A process that values students’ interests and needs creates an environment that is
equitable and both enriching to their lives. For this study, student agency refers to the voice
and choice students have in the learning process. Donnini (2015) defines students' voice as
“having a say in aspects of classroom culture, procedures, instruction, curriculum, and
interest-based activities”. Therefore, since IBL is student-centered, the learner should take an
active role in the inquiry process. On the other hand, Pahomov (2014) notes that, for the
inquiry to be effective, teachers need to embrace three values: ​choice, personalization,​ and
relevance.​ Instruction based on these values thrives for both teachers and students and
empowers them to make learning a joyous process.
2.3 Conceptual framework

Figure 1

Independent variable Dependent variable

 3. Methodology

Methods used to collect data

Online questionnaires

Online questionnaires were used for this study to collect data. This method ensured there is
efficiency and timely feedback from the students. Also, considering the limits of time and
physical distance this method will help to capture the research objectives in a brief manner
and make it easy for data analysis.

Sample size

During the study, my participants were grade eight and grade nine students from Aga Khan
Academy, Mombasa. It included diverse students from each grade. The estimated sample will
be twenty five students from each class. Also, since I am focusing on the Middle Years
Programme I will also have five teachers who teach in both grades and also the MYP
coordinator who is also part of the teachers teaching these grades.

Justification for the methodology

This will be a qualitative study which aims to determine the extent to which IBL develops
students' agency in the MYP. Therefore, gathering data from the students helps to understand
their experiences and gives them a chance to share their ideas and concerns with the whole
inquiry process. The teachers are also an integral part of the study since they have insights on
how the programme works and they can be able to take action to promote learner agency.
Considering the time frame of the research, questionnaires are convenient and they provide
timely information.

Data triangulation

This research is qualitative and uses methodological triangulation of data which involves
using data from different sources. This form of triangulation will ensure the validity and
reliability of the data is tested. Additionally, the source used to collect data will be tabulated
to test the variables under investigation.
 4. Data presentation analysis and interpretation

This qualitative study was conducted at Aga Khan Academy, Mombasa, and sought to
determine the impact of Inquiry-Based Learning on the development of student agency. The
population was students from year eight’s and year nine’s while for teachers it included five
teachers who teach those grades. My data collection involved sending questionnaires to
students and teachers to understand their perceptions and experiences on IBL.

The questionnaire for students included questions that focused on voice and choice in inquiry
learning and inclusion of interests and needs which are components of IBL. ​Table 1
summarizes the findings.

Table 1 Student voice and choice in learning

Question 1 How often do you have choices in learning?

Response Never Rarely Sometimes Most of the All the times

times

Percentage 6.4% (5) 19.2%(15) 48.7% (38) 19.2 (15) 6.4% (5)
(No. of
students)

Question 2 Do you agree Inquiry-Based Learning develops your voice in the learning
process?

Response Highly Disagree Neutral Agree Highly agree

disagree

Percentage 3.8% (3) 5.1% (4) 20.5% (16) 46.2% (36) 24.4% (19)
(No. of
students)

From the data in ​Table 1, ​20% of the students acknowledge the inclusion of their choices in
learning almost all the time. On the other hand, 48.7% of the students recorded that they
occasionally have a choice in the learning process. Therefore, this means a total of 68.7% of
the students are convinced that IBL increases their choice in learning. Additionally, 46.2%
and 24.4% of students agree and highly agree respectively making a total of 70.6% of students
who acknowledge that Inquiry-Based Learning develops their voice in the learning process.
Importantly, from the findings, 69.65% of students show that Inquiry-Based Learning
develops their voice and choice in the learning process.

Additionally, to support the findings on the impact of IBL on their voice and choice, when
asked how they feel when they drive their own explorations, student 1 noted;-

‘When you're involved in our exploration's in learning, you get to refine skills, learn, and
contribute more. But also, you are able to understand and grasp concepts better than when it's
group work. Your skills are able to become more refined and used when it's independent
learning and most importantly you learn and become curious to learn more”

On the other hand, student 2 noted, ‘I feel very involved because in my previous school the
kind of activities that are done in IB was never really done there. I feel like I can learn
something new in my own interest’

These perspectives explain how IBL empowers the students and enables them to realize their
full potential academically and also developing personal skills.

Table 2 Inclusion of your interests and needs in classroom activities

Question How would you rate the inclusion of your interests and needs in classroom
activities?

Rating 1 2 3 4 5 6 7 8 9 10

Percentage(N 2.6% 0% 5.1% 9% 15.4% 15.4% 15.4% 28.2% 7.7% 1.3%

o. of students) (2) (0) (4) (7) (12) (12) (12) (22) (6) (1)

The finding above showcase a diverse phenomenon on how interests and needs are catered for
in an IBL class. 46.2 % of the students from 5 to 7 confirmed that the activities in the
classroom sometimes factor in their interests and needs. Additionally, 37.2% expressed that
their interests and needs are highly considered. Conclusively, 83.4% of the sample size
confirmed that most of the time the classroom activities consider their interests and needs.

Table 3 Teachers perceptions and experiences on Voice and Choice

Item Rarely Sometimes Most of the All the time

times

Using 0% 40% 40% 20%

interest-based
activities (%)

Self-initiated 20% 40% 40% 0%

projects (%)

Students 0% 20% 60% 20%

driving own
explorations
(%)

The findings in ​table 3 ​summarize how teachers enhance the development of IBL and their
experiences on Inquiry learning. The findings present three components that develop voice
and choice in an inquiry classroom. 40% of the teachers acknowledged that most of the times
they use interest-based activities in their classes. On the other hand, 20% recognized that they
engage student’s interest in classroom activities. However, 40% recorded that they
occasionally use interest-based activities in class. This data corresponds with the student’s
findings which shows that 46.2% of the students feel that their interests and needs are catered
for occasionally. Consequently, 80% of the teachers confirmed that they see self-initiated
projects and regularly see their students driving their own explorations. These findings
conclude that IBL is effective in developing student voice and choice. Additionally, the
teacher is crucial in the process since they are the facilitators in the inquiry process.
 5. Summary of findings, conclusion, and recommendation

5.1 Summary of findings and conclusion

The findings give an insight into the thoughts and perceptions students have about IBL. From
the data, it is evident that students learn differently and they have different perceptions of how
Inquiry-Based Learning should be conducted to ensure they experience authentic learning.
Additionally, the findings augment the fact that IBL is very important in empowering students
to explore learning and reconstruct their own knowledge. This supports Dewey’s concept of
experiential learning (1916) which he strongly supported to ensure students are given
autonomy to explore and drive their learning experiences by utilizing their interests. More
importantly, Piaget’s emphasis on the centrality of the learner in the learning process is
further developed in the study and points out their role and how they feel about what goes on
in the class. This shows that the learner is not just a bystander in the learning process but he
holds the power to transform and build learning skills. Therefore, from the study
Inquiry-Based Learning is a powerful tool in transforming learner-centered education
programs. Through understanding their perceptions and experiences so far, it is worthwhile to
emphasize that educators should embrace this approach in teaching and learning so that they
can develop students’ voices and choices in learning.

5.2 Recommendation

1. Teachers and educators should champion the inclusion of all learners in IBL since not
all learners feel empowered in the learning process. This means teachers have the
mandate to motivate all students and progressively monitor their input in the learning
process.

5.3 Suggestion for further study

There is a need to embrace Inquiry-Based Learning in our classrooms if we want to empower

all learners in the 21st century. From this study, it is important to note that, the inclusion of
interests and needs in learner-centered approaches requires time and adjustment for the
teachers. Therefore, a study on how teachers can overcome challenges in Inquiry-Based
learning classrooms to promote efficiency in teaching and learning.
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