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 |
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| Language: | English |
| Authors: | Tolera Abuna (ORCID |
| 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 |
| 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. |
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| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-026-01616-5 |
