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Enhancing Conceptual Understanding of Secondary School Students on Mechanics through Inquiry-Driven Laboratory Instruction in Physics Education

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Title: Enhancing Conceptual Understanding of Secondary School Students on Mechanics through Inquiry-Driven Laboratory Instruction in Physics Education
Language: English
Authors: Tolera Abuna (ORCID 0009-0003-0910-3911), Misrak Getahun (ORCID 0009-0001-4358-9287), Fikadu Eshetu (ORCID 0000-0003-0316-9082), Anteneh Wasyhun (ORCID 0009-0002-6216-9939)
Source: Discover Education. 2026 5.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Grade 10
High Schools
Descriptors: Foreign Countries, Inquiry, Science Laboratories, Science Education, Physics, Secondary School Students, Grade 10, Mechanics (Physics), Scientific Concepts, Concept Formation, Computer Simulation, Laboratory Experiments, Science Experiments
Geographic Terms: Ethiopia
DOI: 10.1007/s44217-026-01616-5
ISSN: 2731-5525
Abstract: This study examined the impact of inquiry-based laboratory learning strategies on secondary school students' conceptual understanding of mechanics in Ethiopia. A quasi-experimental design was employed with grade ten students divided into three groups: inquiry-based virtual laboratory experimental (IBVLE), inquiry-based physical laboratory experimental (IBPLE), and inquiry-based non-laboratory learning (IBNLL). Findings indicate statistically significant differences in conceptual understanding across the groups, with IBVLE producing the strongest improvements. The results highlight the potential of virtual laboratories, integrating with inquiry-driven instruction, to enhance mastery of mechanics concepts and address resource limitations in Ethiopian schools. The study recommends broader adoption of IBVLE, targeted teacher training in inquiry-based pedagogy, and policy support for ICT infrastructure to ensure equitable access to virtual labs. Such measures are essential for strengthening physics education and improving student outcomes.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1514229
Database: ERIC
FullText Text:
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  Data: Enhancing Conceptual Understanding of Secondary School Students on Mechanics through Inquiry-Driven Laboratory Instruction in Physics Education
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  Data: <searchLink fieldCode="AR" term="%22Tolera+Abuna%22">Tolera Abuna</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-0910-3911">0009-0003-0910-3911</externalLink>)<br /><searchLink fieldCode="AR" term="%22Misrak+Getahun%22">Misrak Getahun</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-4358-9287">0009-0001-4358-9287</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fikadu+Eshetu%22">Fikadu Eshetu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0316-9082">0000-0003-0316-9082</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anteneh+Wasyhun%22">Anteneh Wasyhun</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-6216-9939">0009-0002-6216-9939</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Discover+Education%22"><i>Discover Education</i></searchLink>. 2026 5.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Laboratories%22">Science Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Mechanics+%28Physics%29%22">Mechanics (Physics)</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratory+Experiments%22">Laboratory Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Experiments%22">Science Experiments</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
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  Data: 10.1007/s44217-026-01616-5
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  Data: 2731-5525
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  Label: Abstract
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  Data: This study examined the impact of inquiry-based laboratory learning strategies on secondary school students' conceptual understanding of mechanics in Ethiopia. A quasi-experimental design was employed with grade ten students divided into three groups: inquiry-based virtual laboratory experimental (IBVLE), inquiry-based physical laboratory experimental (IBPLE), and inquiry-based non-laboratory learning (IBNLL). Findings indicate statistically significant differences in conceptual understanding across the groups, with IBVLE producing the strongest improvements. The results highlight the potential of virtual laboratories, integrating with inquiry-driven instruction, to enhance mastery of mechanics concepts and address resource limitations in Ethiopian schools. The study recommends broader adoption of IBVLE, targeted teacher training in inquiry-based pedagogy, and policy support for ICT infrastructure to ensure equitable access to virtual labs. Such measures are essential for strengthening physics education and improving student outcomes.
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  Data: EJ1514229
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        Value: 10.1007/s44217-026-01616-5
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      – Text: English
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        PageCount: 16
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Science Laboratories
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      – SubjectFull: Science Education
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Grade 10
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      – SubjectFull: Mechanics (Physics)
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      – SubjectFull: Concept Formation
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      – SubjectFull: Computer Simulation
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      – SubjectFull: Science Experiments
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      – SubjectFull: Ethiopia
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      – TitleFull: Enhancing Conceptual Understanding of Secondary School Students on Mechanics through Inquiry-Driven Laboratory Instruction in Physics Education
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