A Comparative Analysis of Pedagogical Approaches in Inquiry-Based Learning: Evaluating Effectiveness and Engagement Strategies

Abstract

This study explores the pedagogical efficacy of inquiry-based learning (IBL) methodologies compared to traditional instructional techniques in higher education. A mixed-methods approach was employed, utilizing both quantitative metrics and qualitative feedback from a sample of 500 undergraduate students across five universities in Europe. Key findings indicate a statistically significant increase in student engagement (p < 0.05) and learning outcomes (Cohen's d = 0.8) when IBL approaches were implemented. These results suggest that IBL not only enhances understanding but also fosters critical thinking and collaborative skills among students. This research provides empirical insights essential for educators aiming to adopt innovative pedagogical techniques, thus informing future curriculum design.