Meta-Analysis of Inquiry-Based Learning

TLDR

Inquiry‑based learning is generally more effective than expository approaches when students receive adequate support, yet prior studies have focused on a single guidance type and learner group, making it hard to determine what guidance is best for whom. The study aims to determine which types of guidance are adequate for which learners. The authors performed a meta‑analysis of 72 studies comparing guidance types across age categories. The meta‑analysis found overall facilitative effects of guidance on learning activities (d = 0.66), performance success (d = 0.71), and learning outcomes (d = 0.50), with guidance type moderating performance success but not the other outcomes, and substantial variation in learning activity effects precluding firm conclusions about age differences.

Abstract

Research has consistently shown that inquiry-based learning can be more effective than other, more expository instructional approaches as long as students are supported adequately. But what type of guidance is adequate, and for whom? These questions are difficult to answer as most previous research has only focused on one type of guidance and one type of learner. This meta-analysis therefore synthesized the results of 72 studies to compare the effectiveness of different types of guidance for different age categories. Results showed facilitative overall effects of guidance on learning activities (d = 0.66, 95% CI [0.44, 0.88]), performance success (d = 0.71, 95% CI [0.52, 0.90]), and learning outcomes (d = 0.50, 95% CI [0.37, 0.62]). Type of guidance moderated the effects on performance success but not on the other two outcome measures. Considerable variation was found in the effects of guidance on learning activities, but the relatively low number of studies do not allow for any definitive conclusion on possible age-related differences.