Inquiry-based learning as an approach to tertiary mathematics instruction

Abstract

The study aimed to determine the effectiveness of inquiry-based learning (IBL) as a method of instruction for college mathematics by employing a quasi-experimental methodology with a pretest-posttest design, where two groups of students were randomly selected as the control and experimental groups. There were thirty students in each group. The control group was taught via traditional lecture-based instruction, while the experimental group was taught through the IBL approach. The study took place at a community college in Cebu, Philippines. Validated researcher-made pretest-posttest questionnaires were employed in the study. The study’s findings indicated that the control and experimental groups initially performed below average in the pretest but demonstrated average performance in the posttest. Both groups showed a significant improvement in their performance from pretest to posttest. These outcomes provided empirical support for Joseph Schwab’s IBL model and Siegfried Engelmann’s direct instruction theory, respectively. The performance of the control and experimental groups was comparable, suggesting that IBL is equally effective as the lecture-based approach in enhancing students’ mathematics performance. The results of the study further suggest that incorporating IBL alongside the conventional lecture method when teaching tertiary mathematics enhances the academic performance of students.