Assessing the Effectiveness of Inquiry-Based Learning on Critical Thinking and Problem-Solving Skills in Secondary Education

Abstract

This study investigates the impact of Inquiry-Based Learning (IBL) on the development of critical thinking and problem-solving skills in secondary education students. Using a quasi-experimental design, 60 students were divided into an experimental group, which received IBL instruction, and a control group, which followed traditional teaching methods. Pre- and post-test surveys measured both skill areas. Findings reveal that students in the IBL group showed significant improvements in critical thinking and problem-solving abilities compared to the control group. These results suggest that IBL can effectively enhance cognitive skills, providing students with valuable tools for academic success and real-world challenges. The study highlights IBL’s potential as an educational strategy for fostering higher-order thinking in secondary education, though further research is recommended to explore its long-term impacts across diverse student populations.