Effect of Inquiry Based Learning on Academic Achievement of Students at Higher Secondary Level

Abstract

Introduction: This study aims to investigate the impact of Inquiry-Based Learning (IBL) on the academic achievement of students in accounting at the higher secondary school level. The research objective was to assess the effectiveness of IBL compared to traditional teaching methods. Methodology: The study involved forming control and experimental groups based on pre-test scores. Over eight weeks, lesson plans were implemented using IBL for the experimental group, while the control group received instruction through traditional methods. Pre-tests served as post-tests and for retention. Ethical considerations were adhered to throughout the research process. Results/Findings: Analysis using t-test revealed that students taught with IBL demonstrated significantly higher academic achievement compared to those taught with traditional methods. This suggests that IBL is more effective in enhancing learning outcomes in accounting at the higher secondary school level. Future Direction: It is recommended that teachers incorporate IBL more frequently in accounting classrooms at the higher secondary level. Additionally, fostering high levels of interaction through questioning is encouraged to promote student involvement, learning enhancement, and motivation.