The Efficacy of an Inquiry-Based Instructional Model in Enhancing Senior High School Students’ Performance in Optics Concepts

Misconceptions in optics remain a persistent barrier to achievement in Senior High School (SHS) physics, particularly in Ghana where teacher-centered approaches dominate. To address this challenge, the study developed and tested an Inquiry-Based Instructional Model (IBIM) specifically tailored for optics instruction. Grounded in Dewey’s experiential learning theory, Bybee’s 5E instructional model, and the scientific practices of the Next Generation Science Standards, the IBIM provides a structured and cyclical framework comprising eight phases: observation and questioning, planning, investigation and data collection, cross-curricular integration, analysis and application, evaluation of evidence, knowledge acquisition and performance, and reflection with new inquiry. Distinctive features of the model include its structured progression, explicit cross-disciplinary connections, discipline-specific focus on optics, and emphasis on metacognitive reflection. A quasi-experimental, pretest–posttest control group design was employed with 63 SHS students (33 in the traditional group and 30 in the IBIM group). Both groups completed a validated optics test before and after instruction. Data were analyzed using Analysis of Covariance (ANCOVA) to control for pretest differences. Results revealed a significant effect of instructional method on posttest performance, F(1, 60) = 5.28, p = .025, partial η² = .081, favoring the IBIM. The model accounted for 8.1% of the variance in achievement, demonstrating a meaningful educational impact. These findings provide empirical evidence that the IBIM enhances conceptual mastery in optics more effectively than traditional methods. Beyond improving achievement, the model offers a contextualized pathway for inquiry-based learning that links optics to mathematics, technology, art, and real-world applications. The study underscores the need to integrate inquiry-based approaches into SHS physics curricula and to provide teacher professional development that supports their effective implementation.