[21] INQUIRY BASED LEARNING VERSUS TRADITIONAL TEACHING: IMPACT ON SCIENCE ACHIEVEMENT OF COLLEGE YOUTH

How to Cite the Article: Sivasankar A (2026). Inquiry Based Learning Versus Traditional Teaching: Impact on Science Achievement of College Youth. International Journal of Multidisciplinary Research & Reviews, 5(6),267-276. https://doi.org/10.56815/ijmrr.v5i6.2026.267-276

Abstract

Higher education science teaching slowly shifts from long lectures to ways that put students at the centre - ways built around discovery, logic, whole involvement. One method stands out within this shift: inquiry-based learning, now seen as a key force reshaping how science is taught. What happens when we measure its impact against classic lessons? That question drives this look into how well it works for teens studying science in college programs. Pulling together results from real-world trials, near-experiments, big-picture summaries - all drawn from fields like biology, chemistry, microbiology, anatomy - a clear pattern takes shape. Study after study shows gains - not just in grades but deeper grasping of ideas, sharper analysis, stronger interest - with IBL beating straight lecturing every time. Some research showed clear improvements in how teens understand science, tackle problems, and handle tasks when taught through explorationfocused methods. Other large-scale analyses found solid benefits linked to these hands-on teaching styles. Yet putting inquiry-led learning into practice can bring hurdles - like heavier demands on teachers, preparation needs, and backing from schools. Even so, students often gain deeper, longer-lasting insights using this method in college settings. Overall, when set up well and backed properly, asking questions drives stronger results than traditional ways in science classrooms.