The Effect of Inquiry‐Based Science Instruction on Primary Students' Problem‐Solving Skills: Evidence From a Longitudinal Study in Rural China

ABSTRACT In recent years, the role of fostering problem‐solving abilities in science classrooms has taken on increasing importance, especially in the rural setting, with students often having fewer resources. The traditional teacher approach may support students with tasks in retaining information, but often does not develop student involvement in assessing, evaluating, and investigating. There is no doubt that the effect of Inquiry‐Based Science Instruction (IBSI) on problem‐solving kids' development in a rural primary school in China, where children of farmers are studying, has been one of the topics of research. The research goes on to take a look at the possibility of different measurements for the engagement, reasoning, and application of scientific ideas under the two teaching methods, one with and one without inquiry. A mixed‐methods framework was applied to the study, in which qualitative and quantitative data were considered. The study shaped a pre‐ and post‐test activity to investigate the improvement of problem‐solving in the four domains: Improvement of Problem‐Solving, Growth Compared, Reasoning & Inquiry Engagement, and diversity of strategies. Statistical approximations of meaning were guided by paired t ‐tests and effect sizes. For the qualitative data collection, semi‐structured student interviews and classroom observations were thematically analysed to maximise the depth of student experience and teacher opinion. Results indicated that statistically meaningful improvements occurred in all four areas explored: Problem‐Solving Improvement (1.5238, 1.8270); Comparative Growth (1.3982, 1.7006); Reasoning and Inquiry Engagement (1.4770, 1.7796); and Strategy Diversity (1.4732, 1.7762), which were also supported with large effect sizes. According to the qualitative results, an upsurge in student motivation and self‐esteem, along with better teamwork, were the main positive impacts. All in all, the results suggest that IBSI is the one generating an active learning floor that lets children's minds and cooperation through problem‐solving to flourish in the rural classrooms.