The impact of inquiry-based learning on problem-solving skills and conceptual knowledge building

Abstract

The study aims to examine the implementation of an inquiry-based learning approach to improving problem-solving skills and
conceptual knowledge building at university. Analysis of Variance (ANOVA) was used to test the impact of inquiry-based
learning in problem-solving skills and conceptual knowledge building. The study found that that variance of the inquiry-based
learning is different, revealing that different levels of inquiry-based learning influence problem- solving. It is also found that
approximately 88.5% of the variance in problem- solving can be explained or accounted for by inquiry-based learning differences.
It is confirmed that that variance of the inquiry-based learning is different, revealing that different levels of inquiry-based learning
influence conceptual knowledge building. The study also found that approximately 31.5% of the variance in conceptual
knowledge building can be explained or accounted for by inquiry-based learning differences