The Effectiveness of Inquiry Teaching in Enhancing Students’ Critical Thinking

Abstract

This quasi-experimental study examined the effectiveness of inquiry teaching in improving students’ critical thinking in History. 41 Form 4 students were chosen as the treatment class while another 42 students were in the control class. Experiments related to inquiry teaching were carried out for eight weeks. Pre and post tests were performed on both groups. Results showed a significant difference of 0.05 between the treatment and control groups. Findings found the treatment group showed a higher increase in critical thinking than the control group. The findings indicated that inquiry teaching is effective and should be emphasized in schools.

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