The Efficacy of an Inquiry-Based Instructional Model in Enhancing Senior High School Students’ Performance in Optics Concepts

The Efficacy of an Inquiry-Based Instructional Model in Enhancing Senior High School Students’ Performance in Optics Concepts

*¹Isaac Litukgma Njofuni, ²Victor Antwi, ³Dr. James Awuni Azure

¹Department of Integrated Science Education, University of Education, Winneba

²Department of Physics Education, University of Education, Winneba

³Department of Biology Education, University of Education, Winneba

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000396

Received: 06 September 2025; Accepted: 12 September 2025; Published: 13 October 2025

ABSTRACT

Misconceptions in optics remain a persistent barrier to achievement in Senior High School (SHS) physics, particularly in Ghana where teacher-centered approaches dominate. To address this challenge, the study developed and tested an Inquiry-Based Instructional Model (IBIM) specifically tailored for optics instruction. Grounded in Dewey’s experiential learning theory, Bybee’s 5E instructional model, and the scientific practices of the Next Generation Science Standards, the IBIM provides a structured and cyclical framework comprising eight phases: observation and questioning, planning, investigation and data collection, cross-curricular integration, analysis and application, evaluation of evidence, knowledge acquisition and performance, and reflection with new inquiry. Distinctive features of the model include its structured progression, explicit cross-disciplinary connections, discipline-specific focus on optics, and emphasis on metacognitive reflection. A quasi-experimental, pretest–posttest control group design was employed with 63 SHS students (33 in the traditional group and 30 in the IBIM group). Both groups completed a validated optics test before and after instruction. Data were analyzed using Analysis of Covariance (ANCOVA) to control for pretest differences. Results revealed a significant effect of instructional method on posttest performance, F(1, 60) = 5.28, p = .025, partial η² = .081, favoring the IBIM. The model accounted for 8.1% of the variance in achievement, demonstrating a meaningful educational impact. These findings provide empirical evidence that the IBIM enhances conceptual mastery in optics more effectively than traditional methods. Beyond improving achievement, the model offers a contextualized pathway for inquiry-based learning that links optics to mathematics, technology, art, and real-world applications. The study underscores the need to integrate inquiry-based approaches into SHS physics curricula and to provide teacher professional development that supports their effective implementation.

Keywords: Inquiry-Based Instructional Model, traditional teaching, optics, physics education, Ghana

INTRODUCTION

Persistent misconceptions and low achievement in optics have been widely documented in physics education research [8, 9]. These challenges are not confined to a specific context; rather, they occur globally and are particularly acute in Ghanaian Senior High Schools (SHSs), where traditional, lecture-centered instruction continues to dominate [2]. Optics concepts such as image formation, refraction, and lens behavior require high levels of spatial reasoning and conceptual integration, yet many students rely on rote memorization, leaving misconceptions unaddressed [11].

Although inquiry-based approaches have been promoted as a means of improving science learning outcomes, empirical comparisons of their effectiveness relative to conventional methods in Ghanaian SHS physics remain scarce. This study addresses that gap through the lens of conceptual change theory [18] and constructivism [17, 21], both of which emphasize active engagement, cognitive conflict, and guided discovery as catalysts for deeper understanding.

The purpose of this study was to evaluate the effectiveness of the Inquiry-Based Instructional Model (IBIM) in improving SHS students’ performance in optics, compared to traditional teacher-centered instruction. The guiding research question was: What is the effect of IBIM on Senior High School students’ performance in optics concepts compared to Traditional Teaching?

Findings from this work have the potential to inform curriculum reform in physics education and contribute to professional development initiatives for teachers, ensuring that instructional practices better align with evidence-based pedagogical strategies.

LITERATURE REVIEW

Inquiry-Based Instruction in Physics Education

Inquiry-Based Instruction in physics is grounded in constructivist principles, where learners actively construct knowledge through exploration, questioning, and problem-solving rather than passively receiving information from the teacher [10]. The approach typically engages students in posing questions, designing investigations, collecting and analyzing data, and drawing evidence-based conclusions. This process mirrors the epistemic practices of scientists and is intended to cultivate deeper conceptual understanding and transferable problem-solving skills [16].

Meta-analytic findings consistently show that inquiry-oriented pedagogies outperform traditional, teacher-centered instruction in science education. Furtak et al. (2012) found a statistically significant positive effect of guided inquiry on students’ science achievement, with stronger gains observed when scaffolding was integrated into the instructional sequence. Similarly, Schroeder et al. (2007) reported that inquiry-based strategies were particularly effective in physics, where abstract concepts benefit from experiential and hands-on engagement. These results suggest that physics classrooms can benefit from structured inquiry approaches that align learning experiences with how scientific knowledge is generated and validated.

Optics Learning Challenges

Optics, despite being a central component of secondary physics curricula, is consistently associated with persistent misconceptions and low achievement levels among students worldwide [8]. Common alternative conceptions include the belief that eyes emit rays to enable vision, that mirrors invert objects vertically rather than laterally, and that refraction occurs because light “slows down” only after it enters a new medium, without recognizing the change in direction at the boundary [9, 4].

These misconceptions are often resistant to change, as they are grounded in everyday experiences and intuitive reasoning that conflict with formal scientific explanations [13]. Traditional lecture-based methods, which emphasize factual transmission, tend to be insufficient in confronting such deeply held beliefs [6]. Active learning strategies, including Inquiry-Based Learning, have been shown to facilitate conceptual change by engaging students in prediction, observation, and explanation cycles that make their preconceptions explicit and subject to revision [12].

Empirical Comparisons with Traditional Teaching

A growing body of empirical studies has contrasted Inquiry-Based Learning with traditional instruction in physics. For example, Minner et al. (2010) synthesized multiple experimental studies and concluded that inquiry-oriented teaching yields moderate to large effect sizes in student science achievement, particularly when coupled with formative assessment and opportunities for metacognition. In the domain of optics, Sokoloff and Thornton (1997) demonstrated that interactive engagement strategies significantly improved conceptual understanding compared to standard lectures.

However, the bulk of these studies are concentrated in Western contexts, with limited empirical evidence emerging from African secondary school settings. In Ghana, for instance, research on Inquiry-Based Learning in physics has primarily examined general science achievement without focusing specifically on optics or directly comparing the approach with traditional methods in a controlled design [1]. This gap highlights the need for context-specific studies that examine whether the performance gains observed in international settings can be replicated in African Senior High Schools, where resource constraints and curriculum demand differ significantly from those in more extensively studied contexts.

Research Gap and Study Focus

The reviewed literature affirms that inquiry-based instruction holds promise for enhancing physics learning, particularly in challenging topics such as optics. Meta-analyses and experimental studies largely demonstrate the superiority of inquiry approaches over traditional teaching in improving conceptual understanding and problem-solving skills. However, most of this evidence emerges from research conducted in Western or well-resourced educational contexts.

In contrast, African Senior High Schools, including those in Ghana, face unique contextual challenges such as limited instructional resources, large class sizes, and teacher preparation constraints. Moreover, empirical studies that directly compare the Inquiry-Based Instructional Model (IBIM) with traditional lecture-based methods in Ghanaian optics classrooms remain scarce. Existing research tends to focus on generalized science achievement without isolating effects on optics or employing rigorous quasi-experimental designs.

This gap limits the ability of educators and policymakers to confidently advocate for widespread adoption of inquiry-based methods in Ghana’s physics curricula. Consequently, this study seeks to fill this gap by rigorously evaluating the effectiveness of IBIM relative to traditional teaching in improving Senior High School students’ performance in optics concepts.

Accordingly, the study addresses the following research question: What is the effect of the Inquiry-Based Instructional Model (IBIM) on Senior High School students’ performance in optics concepts compared to Traditional Teaching?

METHODOLOGY

Instructional Model for Teaching Optics through Inquiry

This study developed an instructional model designed to advance optics education through a structured inquiry-based approach. While existing pedagogical frameworks such as Dewey’s experiential learning theory [5], the 5E instructional model [3], and the science practices articulated in the Next Generation Science Standards [15] provide robust foundations for student-centered science instruction, they are often generic and not tailored to the specific conceptual challenges of optics. The present model synthesizes these frameworks while extending them into a discipline-specific design that promotes observation, evidence-based reasoning, interdisciplinary integration, and metacognitive reflection. Its purpose is to address persistent learning difficulties in optics by creating a coherent instructional pathway that deepens conceptual understanding and fosters transferable problem-solving skills.

Structure of the Model

The model is organized into eight sequential phases that together constitute a cyclical and reflective inquiry process:

1. Observation and Questioning: The learning process begins with exposure to real-world optical phenomena such as light refraction, shadow formation, or spectral dispersion. These demonstrations stimulate curiosity and guide learners toward formulating meaningful, investigable questions. The teacher’s role is primarily facilitative, helping students articulate observations, identify assumptions, and shape scientific inquiries.
2. Planning the Process: Once questions are generated, learners collaboratively plan how to investigate them. This involves identifying independent and dependent variables, selecting materials, and designing safe, feasible experimental procedures. Teacher scaffolding ensures methodological rigor while granting students ownership of their inquiry.
3. Investigation and Data Collection: Students carry out their planned experiments using mirrors, lenses, prisms, light sources, and measurement tools. During this phase, they collect data through careful observation, quantitative measurement, and systematic recording in notebooks, tables, or digital formats. This hands-on engagement reinforces practical scientific skills.
4. Cross-Curricular Links: A distinctive feature of the model is the explicit encouragement of interdisciplinary connections. Students link optics concepts with mathematics (angles of incidence and reflection, trigonometric ratios in Snell’s law), technology (design of optical instruments), art (color, perspective, and illusion), and history (development of optical theories). Such connections broaden learners’ perspectives and highlight the relevance of optics beyond the science classroom.
5. Analysis, Conclusion, and Application: Learners analyze collected data, identify patterns, and test results against established optical principles such as the law of reflection or Snell’s law. They also consider the practical implications of their findings, such as the function of lenses in vision correction or the use of mirrors in solar concentrators. Teachers emphasize evidence-based reasoning to bridge raw data and conceptual understanding.
6. Evaluating Evidence: Students critically evaluate the validity and reliability of their findings, considering methodological limitations, sources of error, and alternative interpretations. Peer review, group discussions, and teacher feedback are integral to this stage, cultivating metacognitive awareness and enhancing scientific reasoning.
7. Knowledge Acquisition and Performance: Learners consolidate knowledge by communicating their findings through written reports, oral presentations, models, or practical demonstrations. This stage reinforces both conceptual mastery and communication skills, while also enabling teachers to assess understanding in varied and authentic formats.
8. Reflection and New Inquiry: The process is cyclical: reflection naturally generates new questions, leading to further investigations. This iterative quality aligns with Dewey’s philosophy of education as a continuous reconstruction of experience, where each cycle deepens understanding and extends inquiry.

Theoretical Foundations and Innovations

Although grounded in established theories, the model represents an original synthesis tailored to optics instruction. Dewey’s (1938) experiential learning theory underscores the emphasis on direct engagement, reflection, and continuity. Bybee’s (2006) 5E model contributes the constructivist sequence of engagement, exploration, explanation, elaboration, and evaluation, which informs the structured flow of activities. The NGSS scientific practices [15] shape the model’s focus on evidence-based reasoning, argumentation, and metacognition.

The innovation lies in adapting and expanding these frameworks into a discipline-specific model for optics, characterized by four distinctive features:

1. Structured and Sequential Flow: A coherent progression from observation through reflection ensures logical development of inquiry and minimizes cognitive overload.
2. Cross-Curricular Integration: Unlike general inquiry models, this framework deliberately incorporates interdisciplinary links, reinforcing relevance and knowledge transfer.
3. Discipline-Specific Design: Tailored to optics, the model directly targets challenges such as understanding reflection, refraction, dispersion, and image formation.
4. Metacognitive Emphasis: By including an explicit stage for evaluating evidence, the model strengthens learners’ critical thinking, error analysis, and reflective reasoning.

Contributions to Science Education

The model contributes to science education in several ways:

• Structured pathway for inquiry: Provides teachers with a clear sequence for implementing inquiry-based learning, enhancing consistency and effectiveness.
• Authentic applications: Promotes real-world relevance by linking optics to practical uses in technology, art, and everyday life.
• Interdisciplinary learning: Encourages students to integrate knowledge across subject domains, preparing them for complex problem-solving beyond the classroom.
• Critical thinking development: Cultivates metacognitive skills and scientific literacy, enabling students to evaluate evidence and engage in reasoned argumentation.

Application to Teaching Mirrors

The model’s potential is well illustrated in teaching the topic of mirrors:

• In the observation phase, students examine simple phenomena such as specular reflection in plane mirrors.
• During planning and investigation, they design experiments to measure angles of incidence and reflection, testing the law of reflection.
• Through analysis and application, learners use the mirror equation (1/f=1/do+1/di) ​ to calculate focal lengths of concave mirrors, linking mathematical relationships with physical observations.
• Cross-curricular integration enables exploration of mirror-based illusions in art, construction of periscopes in technology, and analysis of solar concentrators in environmental applications.
• The evaluation and reflection phases guide students to critique their experimental design, recognize misconceptions (e.g., image location in convex mirrors), and propose improved methods.
• Finally, in knowledge acquisition and performance, students might design and present solutions to real-world problems such as optimizing the efficiency of a solar cooker using mirrors.

This inquiry-based instructional model offers a contextualized, discipline-specific innovation for optics education. By embedding structured inquiry, cross-curricular integration, and metacognitive reflection into a coherent sequence, it provides a robust framework for addressing persistent learning difficulties in optics. The model enables learners to construct conceptual understanding through active exploration, critically evaluate evidence, and apply knowledge in authentic contexts. In doing so, it contributes not only to the teaching of optics but also to the broader goal of equipping students with the critical thinking and problem-solving skills required for scientific literacy in the 21st century.

Figure 1: Inquiry-based instructional model

Research Design

This study employed a quasi-experimental pretest–posttest control group design to examine the effect of the Inquiry-Based Instructional Model (IBIM) on Senior High School students’ performance in optics concepts. Two intact classes were assigned to the experimental (IBIM) and control (traditional lecture) groups, respectively. Pretests were administered to establish baseline equivalence, and posttests measured learning outcomes after the intervention. The quasi-experimental design was chosen due to practical constraints on random assignment in school settings, while still allowing for controlled comparison of instructional methods.

Participants

Participants comprised 63 Senior High School students enrolled in two physics classes at two public school in Ghana. The experimental group included 30 students who received instruction through IBIM, while the control group consisted of 33 students taught using traditional lecture-based methods. Students ranged in age from 16 to 18 years and were selected through purposive sampling based on the availability of intact classes and consent to participate. Both groups were similar in demographic characteristics, including gender distribution and prior physics exposure, supporting comparability.

Instruments

The Optics Concept Test (OCT) developed for this study focused on reflection and image formation in plane, concave, and convex mirrors. The test comprised 32 items: 25 multiple-choice questions assessing factual knowledge and basic comprehension, and 7 conceptual questions requiring deeper reasoning and explanation. The conceptual questions targeted students’ understanding of image characteristics such as size, position, and orientation, as well as the principles of reflection. Content validity was established through review by three university physics educators with expertise in optics. A pilot test involving 20 Senior High School students yielded a Cronbach’s alpha of 0.82, indicating strong internal consistency and reliability for the combined instrument.

Procedure

The intervention lasted seven weeks, during which the researcher, serving as the sole instructor, delivered physics lessons on reflection and image formation in plane, concave, and convex mirrors. The experimental group experienced the Inquiry-Based Instructional Model (IBIM), involving hands-on experiments, group discussions, and reflective activities designed to actively engage students in exploring mirror properties and image characteristics. This approach emphasized eliciting prior conceptions, hypothesis testing, and collaborative construction of scientific explanations. In contrast, the control group received traditional teacher-centered lectures supplemented by textbook readings and demonstration experiments. Using the same instructor for both groups helped control for teacher-related variability, ensuring differences in outcomes could be more confidently attributed to the instructional method. Both groups covered identical curriculum content aligned with the Senior High School physics syllabus.

Ethical Considerations

This study was conducted in accordance with ethical principles to protect the rights and welfare of participants. Prior to data collection, participants were fully informed about the purpose of the research, the procedures involved, and how their information would be used. Informed consent was obtained, and participants were assured of their right to decline or withdraw from the study at any stage without penalty. Anonymity and confidentiality were strictly maintained by excluding names or other personal identifiers from data collection, analysis, and reporting. All information provided was treated with discretion to ensure privacy and security. The research instruments, including tests, Likert-scale questionnaires, and evaluation surveys, were carefully designed to be fair, unbiased, and respectful. Measures were taken to minimize any potential risks, and participants were treated with dignity and fairness throughout the study. Debriefing and feedback were provided as appropriate to foster transparency and trust. Ethical approval for this study was obtained from the University Research Ethics Committee before data collection commenced.

RESULTS

Descriptive Statistics

Table 4.1 presents the descriptive statistics for pretest and posttest scores of the Inquiry-Based Instructional Model (IBIM) and Traditional Teaching (TT) groups. The IBIM group (n = 30) had a mean pretest score of 21.47 (SD = 2.73), while the TT group (n = 33) scored slightly higher with a mean of 21.85 (SD = 3.83), indicating comparable baseline knowledge. Following the instructional period, the IBIM group demonstrated a higher mean posttest score (M = 39.57, SD = 8.44) compared to the TT group (M = 35.97, SD = 6.46). These preliminary findings suggest an improvement in optics performance favoring the inquiry-based approach.

Table 4.1: Descriptive statistics

ANCOVA Assumptions

Prior to conducting the ANCOVA, the assumptions underpinning the analysis were tested and satisfied:

• Normality of residuals: Shapiro-Wilk tests for pretest (W = 0.986, p = 0.668) and posttest scores (W = 0.994, p = 0.987) indicated residuals were normally distributed.
• Homogeneity of variances: Levene’s test confirmed equal variances between groups (F = 0.213, p = 0.646).
• Homogeneity of regression slopes: The interaction between group and pretest score was non-significant (F = 3.088, p = 0.084), supporting equal slopes across groups.
• Linearity: Visual inspection of residual plots confirmed a linear relationship between the covariate (pretest) and dependent variable (posttest).
• Independence: The study design ensured independent observations through intact class assignment.

Table 4.2: Result of ANCOVA

Table 4.2 summarizes the results of the Analysis of Covariance (ANCOVA) comparing posttest scores between the Inquiry-Based Instructional Model (IBIM) and Traditional Teaching (TT) groups, while controlling for pretest scores. The analysis indicated a statistically significant main effect of instructional method on posttest performance, F(1, 60) = 5.28, p = .025, with the method explaining 8.1% of the variance (partial η² = .081). This demonstrates that, after adjusting for initial knowledge differences, students who received IBIM instruction outperformed those taught by traditional methods.

Additionally, the pretest score covariate was a significant predictor of posttest scores, F(1, 60) = 13.29, p = .001, indicating that baseline knowledge contributed substantially to learning outcomes. The error term, representing unexplained variance, accounted for the remaining variation in posttest performance.

These results support the conclusion that the Inquiry-Based Instructional Model offers a statistically and educationally meaningful advantage over traditional lecture-based instruction in enhancing Senior High School students’ understanding of optics concepts.

DISCUSSION

The findings of this study demonstrate that the Inquiry-Based Instructional Model (IBIM) significantly enhances Senior High School students’ performance in optics concepts compared to traditional lecture-based teaching. This improved performance can be attributed primarily to the active engagement and scaffolding inherent in IBIM, which align with constructivist and conceptual change frameworks [18, 21].

Unlike traditional instruction, which often emphasizes passive reception of facts, IBIM requires students to actively explore phenomena through hands-on experiments, formulate and test hypotheses, and engage in reflective discourse. This process facilitates cognitive conflict and encourages students to reconstruct their prior misconceptions into scientifically accurate conceptions [12]. Furthermore, scaffolding provided by the teacher and peers during inquiry tasks supports learners’ zone of proximal development, enabling gradual mastery of complex optics concepts [10].

These results are consistent with prior meta-analytic studies reporting that inquiry-based and interactive engagement methods yield superior learning outcomes in physics education [7, 14, 19]. The observed effect size (partial η² = .081) suggests a meaningful educational impact, reinforcing the practical significance of adopting inquiry approaches in contexts similar to Ghanaian Senior High Schools.

Implications for educational practice include the urgent need to incorporate inquiry-based methodologies into physics teacher training programs. Teachers should be equipped with skills in designing and facilitating inquiry activities, managing classroom discourse, and providing effective scaffolding. Additionally, curriculum designers must ensure that learning materials and assessments are aligned with inquiry principles to promote deeper conceptual understanding rather than rote memorization.

This study provides compelling evidence to support the integration of IBIM in physics education, particularly in resource-constrained settings where traditional methods dominate, and student misconceptions persist. Further research could explore how inquiry-based instruction interacts with other affective and cognitive factors to optimize science learning.

CONCLUSION AND RECOMMENDATIONS

This study provides robust evidence that the Inquiry-Based Instructional Model (IBIM) significantly enhances Senior High School students’ performance in optics concepts compared to traditional lecture-based methods. Active engagement through hands-on experimentation, scaffolded inquiry, and reflective discussion fosters deeper conceptual understanding and facilitates the restructuring of misconceptions that commonly hinder optics learning. The statistically significant improvement observed affirms the pedagogical value of inquiry-based approaches in physics education within the Ghanaian context.

Based on these findings, several recommendations are proposed:

1. Teacher Professional Development: Educational authorities and teacher training institutions should prioritize equipping physics teachers with skills in inquiry-based instructional strategies, including designing inquiry activities, managing collaborative learning environments, and providing effective scaffolding.
2. Curriculum Design: Curriculum developers should integrate inquiry-based learning frameworks explicitly into physics syllabi and instructional materials, ensuring alignment with hands-on experiments and conceptual exploration rather than rote memorization.
3. Resource Allocation: Schools should be supported to acquire necessary materials and equipment to facilitate inquiry-based activities, particularly for optics topics requiring experimental exploration of mirrors and light behavior.
4. Further Research: Future studies should investigate the long-term effects of IBIM on student retention and attitudes towards physics, as well as its interaction with variables such as motivation and self-efficacy. Expanding research to diverse geographic and socioeconomic settings within Ghana and across Africa would enhance generalizability.

In conclusion, shifting from traditional lecture methods to inquiry-based instruction holds considerable promise for improving physics education outcomes. Policymakers and educators must collaborate to create enabling environments that support this pedagogical shift, ultimately fostering scientifically literate graduates capable of critical thinking and problem-solving in the 21st century.

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