The Effect of Inquiry-Based Learning Method on Grade VI Students’ Social Studies Performance

Abstract

This study explored the effect of Inquiry-Based Learning (IBL) on grade six students' academic performance in social studies in Bhutan. A quantitative design comprising pre-test and post-test was adopted to compare the academic performance of students and focussed group interviews were utilized to gather students' perceptions and experiences about the uses of IBL. The post-test scores showed a significant difference in students’ performance compared to pre-test, indicating the impact of IBL in enhancing students’ learning outcomes. Further, the focussed group interviews revealed that IBL helped them comprehend concepts better. It also increased their engagement and motivation and enhanced their critical thinking and problem-solving skills. The study recommends implementing IBL in educational institutions to enhance students’ learning outcomes. Further research is recommended to explore the long-term effects of IBL and its effectiveness across different subjects and grade levels.