Does Inquiry-Based Learning Instruction Work for Introductory Psychology?

Abstract

Background

Despite the increased popularity of inquiry-based instruction, there is a paucity of research that directly compares the impacts of inquiry-based approaches on student learning outcomes.

Objective

The present field study examined the impact of two types of inquiry-based learning on performance in a research-oriented assignment.

Method

In an introductory psychology course, the assignment was presented through either a partially student-directed learning (SDL) approach (serving as the control condition) or a SDL approach (serving as the treatment condition). Students were first-year students with a didactic instructional past.

Results

Student-directed learning, which was characterized by a high degree of SDL and a limited contribution by the instructor, was found to yield higher performance. Although there were no prior differences in self-efficacy and assignment performance between the two groups, SDL also yielded higher final test performance.

Conclusion

These findings suggest that students can benefit from being challenged, and that initial apprehension may be a motivator for peer cohesiveness and ultimately exerted effort.

Teaching Implications

The SDL approach may be further investigated as a viable instructional method to enrich students’ learning opportunities as well as reinforce their sense of agency.