DOI: 10.12688/f1000research.180569.2 ISSN: 2046-1402

Does Inquiry-Based Learning Improve Students’ Critical Thinking? A Meta-Analysis Accounting for Control Group Variations

Abel Harapan, Risky Setiawan, Tri Santi Kurnia, Andini Sakimin, Auliasari Marjan, Sarnus Joni Harto, Israel Ametepey, Fitriana Ibrahim, Alexander Bilaku
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Background Inquiry learning is widely recognized, through empirical studies, as an appropriate instruction in enhancing students’ critical thinking, yet the results were varied across context. The previous meta-analysis did not include the control group variations as a potential moderator and the studies subject domain was limited only to science subjects. Consequently, it is difficult to generalize the effectiveness of IBL in enhancing critical thinking. This meta-analysis aims to investigate whether inquiry learning is effective in improving the students’ critical thinking skills and examine the moderating roles of each study characteristic. Methods The literature search applying the PRISMA protocol 2020 was conducted by utilizing SCOPUS, ERIC, and DOAJ databases. A total of 57 studies from 51 articles, published from 2015 to 2025, were synthesized using a random-effects model with standardized mean difference (SMD). Results The analysis revealed that IBL has a large and significant effect on enhancing students’ critical thinking (g = 1.336; 95% CI [1.061, 1.611]). However, substantial heterogeneity was observed (I 2  = 92.09%), suggesting variability across contexts. Moderator analyses revealed that the main moderator, control group variations, was statistically significant in moderating the effectiveness of IBL (Qm = 5.21; p  = .022). in contrast, subject domain (Qm = 1.43; p = .698), education level (Qm = 1.11; p  = .774), and country ( Q m  = 3.33; p  = .650), were insignificantly moderating the effectiveness of inquiry learning. Conclusions The present meta-analysis highlighted that IBL is effective in improving students’ critical thinking. However, the effectiveness of IBL was relative to the type of control group variations. Its effect on critical thinking was greater when compared with teacher-centered learning but smaller when compared with other student-centered learning.

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