Exploring the Impact of Inquiry-Based Approaches on Geography Learning Outcomes in Secondary Education

Abstract

This study investigates the effectiveness of inquiry-based learning (IBL) strategies in

enhancing the teaching and learning of geography at the secondary school level.

Grounded in constructivist theory, inquiry-based approaches encourage active student

participation, critical thinking, and problem-solving by allowing learners to explore

real-world geographical issues through questioning and investigation. The research

aims to compare student engagement, academic performance, and conceptual

understanding between traditional teaching methods and IBL techniques. Data must be

collected through classroom observations, student assessments, and teacher interviews

in selected secondary schools. The findings are expected to provide insights into how

inquiry-based instruction influences student motivation and mastery of geographical

concepts, with implications for curriculum development and teaching practices.

Ultimately, the study seeks to promote learner-centered methods that foster deeper

understanding and long-term retention of geographic knowledge.