Educational Policy Analysis and Strategic Research - Volume 13 - Issue 2 - Meta-analytic and thematic study of inquiry-based instruction

Oct 15, 2026

Research investigates the effect of Inquiry-Based Instruction (IBI) on learners’ academic achievement using meta-analytic and thematic approaches. Meta-analysis of 27 studies implemented between 2000 and 2016 employed CMA and MetaWin to compute effect sizes; IBI showed a positive effect (effect size 0.688). A thematic review of 36 studies generated five themes, where affective, cognitive, social, and learning-environment domains supported positive outcomes, while negative aspects emphasized planning quality and activity preparation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Research aim and methods

Meta-analytic findings

Thematic findings and implications

Introduction

Background: quality and knowledge in education

Role of instruction and learning factors

Educational Policy Analysis and Strategic Research Volume 13, Issue 2 June 2018 [epasr.penpublishing.net](epasr.penpublishing.net)[ ](epasr.penpublishing.net)[ISSN: 1949-4289](ISSN: 1949-4289) (Print) A meta-analytic and thematic study concerning the effect of inquiry based instruction on learners' achievement Veli Batdi, Cetin Semerci & Aydin Aslan To cite this article Batdi, V., Semerci, C. & Aslan, A. (2018). A meta-analytic and thematic study concerning the effect of inquiry based instruction on learners'achievement. Educational Policy Analysis and Strategic Research, 13(2), 51-68. doi: 10.29329/epasr.2018.143.3 | Published Online | July 23, 2018 | | --- | --- | | Article Views | 9 single - 10 cumulative | | Article Download | 24 single - 33 cumulative | | DOI | [https://doi.org/10.29329/epasr.2018.143.3](https://doi.org/10.29329/epasr.2018.143.3) | Pen Academic is an independent international publisher committed to publishing academic books, journals, encyclopedias, handbooks of research of the highest quality in the fields of Education, Social Sciences, Science and Agriculture. Pen Academic created an open access system to spread the scientific knowledge freely. For more information about PEN, please contact: [info@penpublishing.net](info@penpublishing.net) This document downloaded from [70.167.252.66](70.167.252.66) [2 times] Sterling / United States on Tue, 31 Jul 2018 20:21:09 +0300 Pen Academic Publishing, Canakkale/Turkey Telephone: +90 286 243 06 66 | Fax: +90 286 213 08 [00 | info@penpublishing.net | www.penpublishing.net](00 | info@penpublishing.net | www.penpublishing.net) A meta-analytic and thematic study concerning the effect of inquiry based instruction on learners’ achievementi Veli Batdıii Kilis 7 Aralık University, Kilis, Turkey Çetin Semerci iii Bartın University, Bartın, Turkey Aydın Aslan iv Yahyalar Durali Bezci Middle School, Ankara, Turkey Abstract This research aims at investigating the effect of Inquiry-Based instruction (IBI) on learners' academic achievement through meta-analytic and thematic approaches. In the meta-analytic study, 27 studies, which were implemented between 2000 and 2016 years, were examined. CMA and MetaWin statistical programs were used to calculate the effect sizes of these studies. The effect size (0.688) of the study indicates that the use of IBI has a positive effect on learners' achievement. To support findings of the meta-analytic study, a thematic study including 36 studies was applied. As a result of the analysis of the latter study, five themes, namely affective, cognitive and social domain themes, learning environment and negative aspects were generated. The former four themes demonstrated that IBI positively affects learners' achievement except the negative aspects theme. The negative theme stresses out that the effectiveness of IBI depends on how well the IBI activities are planned beforehand. If they are planned in detail, learners can know what to do in the activities. So, IBI can be used systematically in learning as an alternative method which can meet students' needs in technological era. Keywords: Meta-analysis, Thematic Analysis, Inquiry-Based Instruction, Achievement. DOI: 10.29329/epasr.2018.143.3 i This study was presented as an oral paper at the Congress of 3rd International Eurasian Educational Research Congress (EJER) held on 31st May-3rd June 2016 at Muğla Sıtkı Koçman University, Muğla/Turkey. ii Veli Batdı (PhD) is serving as an assistant professor in the Department of Educational Sciences, Faculty of Education, Kilis 7 Aralık University. His research areas includes curriculum and instruction, foreign language teaching and teacher training. iii Çetin Semerci (PhD) is serving as a professor in the Department of Education Sciences, Faculty of Education, Bartın University. His research areas includes curriculum and instruction and teacher training. iv Aydın Aslan (PhD) works as an English teacher at Yah

FAQs

What is the study investigating regarding Inquiry-Based Instruction (IBI)?

The research examines how Inquiry-Based Instruction affects learners’ academic achievement using meta-analytic and thematic methods.

How were the studies in the meta-analysis selected and analyzed?

The meta-analytic study examined 27 studies conducted between 2000 and 2016, using CMA and MetaWin to calculate effect sizes.

What themes emerged from the thematic study, and what do they imply for IBI?

Five themes were identified: affective, cognitive and social domain themes, learning environment, and negative aspects. The negative theme highlights that IBI effectiveness depends on how well IBI activities are planned beforehand.

Oct 15, 2026

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