Inquiry-Based Science Education, Active Learning, SJKT, Science Education, Klang Valley, Malaysia
Abstract
Inquiry-Based Science Education (IBSE) is widely recognized as an effective pedagogical approach for promoting active learning and scientific inquiry. However, empirical evidence on its effectiveness within Tamil national-type primary schools (SJKT) in Malaysia remains limited, particularly in multilingual classroom contexts. This study investigates the effectiveness of IBSE in enhancing active learning among SJKT students in Klang Valley, as perceived by science teachers. Specifically, it examines changes in students’ inquiry-based learning skills across five domains—conception, implementation, analysis, communication, and application—before and after the implementation of IBSE. The study also explores teachers’ perceptions of IBSE effectiveness, the challenges encountered during implementation, and their suggestions for improvement. An explanatory sequential mixed-methods design was employed. Quantitative data were collected through pre- and post-intervention surveys administered to 200 SJKT science teachers using a structured Likert-scale instrument. The data were analyzed using descriptive statistics and paired-sample t-tests to determine differences in teachers’ perceptions before and after the intervention. Qualitative data were gathered through semi-structured interviews with 20 purposively selected teachers and analyzed using Braun and Clarke’s six-phase thematic analysis. The findings are expected to demonstrate significant improvements in students’ inquiry-based active learning skills following IBSE implementation. Qualitative results are anticipated to reveal key challenges such as time constraints, limited resources, and the need for targeted professional development, alongside practical teacher-driven recommendations. This study contributes to the literature by providing context-specific evidence on IBSE in SJKT classrooms and offers actionable insights for educators, curriculum developers, and policymakers to strengthen inquiry-based science education in multicultural and multilingual primary school settings in Malaysia.