The effect of inquiry-based learning on students’ understanding of the chemical equilibrium concept

Abstract

The purpose of this study was to examine the effect of applying an inquiry-based learning model on students’ academic understanding of the chemical equilibrium concept. A nonequivalent control group design was employed as the research method. In total, 55 students in eleventh grade from two different classes were involved in the study. They were selected through purposive sampling. The experimental group was instructed using an inquiry-based learning model, whereas the control group was taught using the 5M model. To determine the effect of inquiry-based learning compared to the 5M model, a pre- and post-test of understanding of the chemical equilibrium concept was conducted using 13 items both in the experimental and control groups. Analysis of covariance (ANCOVA) was used for the analysis. The results show that students in the inquiry-based learning condition had higher scores for understanding of the concept than those taught using the 5M model. It can be concluded that students can develop a better conceptual understanding through inquiry-based learning.