Arab Educational Information Network

Student engagement in the learning process is a vital issue that most of the educators and researchers have advocated for. In many countries, inquiry-based learning is used in science education to enhance students' learning, enjoyment and provide student-centered learning. The purpose of the present study is to investigate the extent to which science students at the Public Authority for Applied Education and Training apply inquiry-based learning in science laboratories. Also, this study identifies the factors that hinder science students from using inquiry-based learning in science laboratory. This study employed a mixed method approach using a survey to collect the data from 202 university students; and a semi-structured interview to collect the data from15 university students. The results of the current study showed that science students often used inquiry-based learning for conducting investigation, collecting data, and drawing conclusions. However, they rarely used inquiry-based learning for framing questions and designing investigations. Moreover, the results showed that lack of experience, lack of equipment, unavailability of instructors’ encouragement, and obligation to follow the steps that are given by the instructor were constrains that hinder students from using inquiry-based learning in science laboratory. The recommendations for science learning are discussed at the end of this study. (Published abstract)