The Effect of Inquiry-Based Chemistry Laboratory Instruction on Students’ Conceptual Understanding: A Meta-Analysis

Abstract

The use of inquiry-based laboratory instruction has been widely promoted as an effective alternative in science education, particularly due to its student-centered approach. However, chemistry teaching often still relies on verification-based practices, which restrict opportunities for deep conceptual learning of scientific principles. To assess the impact of inquiry-based instruction on conceptual understanding in chemistry, this meta-analysis synthesized empirical evidence from studies published between 2018 and 2024, following PRISMA 2020 guidelines. Ten empirical studies were incorporated following meticulous selection from prominent databases (ERIC, Scopus, Web of Science). Using a pooled model, the meta-analysis found that students participating in inquiry-based chemistry laboratory instruction had significantly higher conceptual knowledge, with a positive moderate effect size (Hedges’ g = 0.71), compared to peers taught through traditional laboratory methods. Sensitivity analyses confirmed the reliability of this finding, and funnel plot inspection indicated a low risk of publication bias. In summary, the analysis provides strong evidence that adopting inquiry-based laboratory teaching in chemistry enhances students’ conceptual understanding and supports the implementation of student-centered experimental approaches in science education.