The effect of guided inquiry-based laboratory experiments on secondary school students’ biology conceptual understanding in Ethiopia

This study investigated the effectiveness of the Guided Inquiry-Based Laboratory Experiments Enriched Instructional (GIBLEI) approach in improving tenth-grade students’ understanding of biology concepts. A concurrent embedded mixed-method research design was used, integrating both quantitative and qualitative methods. Quantitatively, a non-equivalent pretest-posttest control group quasi-experimental approach compared an experimental group (EG) taught with GIBLEI to a control group (CG) taught using Traditional Laboratory Experiments Enriched Instructional (TLEI) methods. Qualitatively, an instrumental case study approach provided deeper insights. The study involved two purposively selected schools, with classes randomly assigned to EG and CG. Quantitative data were collected using the Biology Conceptual Understanding Test (BCUT), while semi-structured interviews captured qualitative insights. Statistical analyses, including Welch’s t-test and ANCOVA, showed that EG students significantly outperformed CG students in posttest scores. Wilcoxon signed-rank test results further indicated substantial improvement in EG students’ scores from pretest to posttest. Additionally, no significant gender differences were found within the EG, demonstrating the inclusivity of the GIBLEI approach. Qualitative findings supported these results, highlighting enhanced engagement, motivation, and understanding among EG students. The study recommends incorporating GIBLEI into biology curricula to promote active, inclusive learning and improve students’ conceptual grasp of biology.