The Mediating Effect of Inquiry-Based Instruction on Science Motivation and Student Engagement

Abstract

This study focused on science motivation, student engagement, inquiry-based instruction, and the role of inquiry-based instruction in students' science motivation and engagement. The study adopted a quantitative correlational design, and revealed high level of science motivation, engagement and inquiry-based teaching by the students. Inquiry-based instruction and student engagement were significantly and positively correlated with science motivation, and there was a significant relationship between inquiry-based instruction and engagement. The results of the mediation analysis showed that, inquiry-based instruction partially mediated between science motivation and student engagement. The direct effect of motivation was still significant along with an indirect effect that passed through inquiry-based instruction was still significant with a Sobel test. The findings reflect the significance of integrating inquiry-based strategies to boost students' motivation and engagement, noting that the implementation of inquiry-based strategies has the potential to improve science learning outcomes as the children's learning is centered on their own learning process.