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Review Article

The Impact of Inquiry-Based Learning in Science Education: A Systematic Review of Student Engagement and Achievement

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Abstract

This systematic review examines the impact of inquiry-based learning (IBL) on engagement and achievement for students in secondary science. This review uses 35 empirical studies that were selected from an initial sample of 497 records, combining biological, chemical, physical, and general science literature to examine how IBL impacts students’ behavioral, cognitive and emotional engagement beyond academic achievement. The results also include technology-enhanced learning (TEL) practices, including mobile learning, virtual laboratories, and augmented reality, with a focus on technology integration with pedagogy and blended learning models. The synthesis suggests that IBL represents a deep learning construct (critical thinking, metacognitive skills, and scientific reasoning), which happened most effectively when students had some degree of structured autonomy and a teacher to facilitate learning. The use of technology as a means to increase student engagement was maximally effective when integrated as a support for cognition; rather than simply using technology for the sake of using it. A primary consideration from this review is that IBL depends on teachers being intentional with their planning overall; especially with planning inquiry-based lessons, establishing productive classroom environments, and providing necessary instructional supports and resources. The synthesis contributes to the educational knowledge base in science education and offers frameworks and findings that will help educators and policymakers in the ongoing process of designing equitable, sustainable, and meaningful inquiry practices in science education.

Keywords:

Academic Achievement Inquiry-Based Learning (IBL) Science Education Secondary Education Student Engagement Technology-Enhanced Learning

Article information

Journal

Journal of Education, Learning, and Management

Volume (Issue)

2(2), (2025)

Pages

353-363

Published

16-11-2025

How to Cite

Gomez, M. J. (2025). The Impact of Inquiry-Based Learning in Science Education: A Systematic Review of Student Engagement and Achievement. Journal of Education, Learning, and Management, 2(2), 353-363. https://doi.org/10.69739/jelm.v2i2.1143

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