University Students’ Perception regarding Inquiry-Based Learning of Science at Secondary Level

  • Shafia Baber PhD Scholar, University of Education, Lahore, Pakistan
  • Dr. Azhar Majeed Qureshi Assistant Professor, University of Education, Lahore, Pakistan
Keywords: Science Students’ Perceptions, Inquiry Based Learning in Science, Challenges of Inquiry-Based Learning


Inquiry-based learning adds immediate support to science education with a growing number of teachers interested in teaching that includes programs or inquiry (Eltanahy et al., 2019). It is a method that engages students in activities that copy scientific research methods and related content or give a presentation in the context of an inquiry (Constantinou, Tsivitanidou & Rybska, 2018). The main focus of the study was to find the views of university students regarding learning science through inquiry-based learning. A survey method was used and a questionnaire regarding the perception of inquiry-based learning in science was filled by students of the university. The sample of this study was 110 students who were doing graduation in a different program of science subject. The results of this research showed that the majority of the students gave a satisfactory and positive response, as they mostly agreed with every item of the questionnaire, and in their opinion inquiry-based learning should be used for science subjects at the secondary level. Students also claimed that it is a more effective method, they acquire motivation and are encouraged during inquiry-based learning. The study recommended that teachers should use specific methods in their classes to give better education. To systematize these applications, teachers can be assigned the researcher role in action research to be directed in the field of education to allow them to conduct inquiry and engage the students in learning on their own.

How to Cite
Shafia Baber, & Dr. Azhar Majeed Qureshi. (2021). University Students’ Perception regarding Inquiry-Based Learning of Science at Secondary Level. Research Journal of Social Sciences and Economics Review, 2(2), 272-280.