When inquiry-based learning clearly outperforms direct instruction
The strongest evidence for inquiry-based learning comes from a 2025 meta-analysis of 26 studies focusing on students with disabilities. It found that inquiry-based science instruction produced a statistically significant positive effect on science achievement, with an effect size of 0.79 in group studies [1]. In plain terms, this means the average student in an inquiry-based classroom scored about three-quarters of a standard deviation higher than a student in a direct instruction classroom—a large and meaningful boost. The same analysis found an even larger effect (2.76) in single-case studies, though those involve smaller, more intensive interventions [1]. This suggests that for students who struggle with traditional instruction, inquiry-based approaches can be especially powerful.
A 2023 study of 46 seventh graders also found that guided inquiry-based learning led to statistically significant gains in scientific process skills (like forming hypotheses and analyzing data) compared to direct instruction [2]. However, the same study found no significant difference in academic achievement on a test of factual knowledge about the human body [2]. This highlights a key nuance: inquiry may excel at teaching how to think like a scientist, even when it doesn't boost test scores on memorized facts.
Why inquiry-based learning often falls short in real classrooms
Despite the promising results in controlled studies, the picture changes when you look at typical classroom settings. A 2023 study using data from 168 science classrooms in South Korea (part of the Trends in International Mathematics and Science Study) found that teacher-reported use of inquiry-based instruction did not predict student science achievement or even student motivation at the classroom level [5]. This is a striking result because it comes from a large, nationally representative sample, not a small experiment. It suggests that the way inquiry is implemented in everyday teaching may not capture the benefits seen in research studies, possibly because teachers lack the training or resources to guide inquiry effectively.
A 2025 study on mathematical thinking in secondary students did find that inquiry-based learning outperformed direct instruction, but it also noted that the success of the method 'relies on teacher guidance, an open classroom atmosphere, and active interaction among students' [4]. This echoes a key point from a 2023 review article: inquiry-based instruction is most effective when it is supplemented with guidance, which can even include direct instruction at the right moments [3]. The review, written by a team of 14 learning scientists, argues that the debate should not be 'inquiry versus direct instruction' but rather how to combine them based on the learning goal, the subject, and students' prior knowledge [3].
The smartest approach: combine inquiry with direct instruction
The evidence points to a clear conclusion: neither inquiry-based learning nor direct instruction is universally superior. The 2023 review article by de Jong and colleagues makes the case that a blended approach often works best [3]. For example, you might start with a direct instruction mini-lesson to introduce a key concept, then let students explore it through an inquiry activity, and then use another round of direct instruction to clarify misconceptions and solidify learning. This 'guided inquiry' model is supported by the 2023 study on seventh graders, which found that guided inquiry improved scientific process skills even when it didn't boost factual test scores [2].
The 2025 meta-analysis on students with disabilities also supports this idea: the studies included in the analysis often used inquiry-based approaches that included explicit guidance and scaffolding, not pure discovery [1]. So the real-world answer to the question is: inquiry-based learning can improve science achievement, but it works best when it is carefully structured and combined with direct instruction tailored to students' needs. A teacher who simply turns students loose to 'discover' science on their own is unlikely to see the same results as one who strategically blends both methods.
Sources used in this answer
Inquiry‐Based Science Instruction for Students With Disabilities: A Systematic and Meta‐Analytic Review
A 2025 meta-analysis of 26 studies found that inquiry-based science instruction has a significant positive effect on science achievement for students with disabilities, with an effect size of 0.79 in group studies and 2.76 in single-case studies.
Guided Inquiry-Based Learning Practices
A 2023 study of 46 seventh graders found that guided inquiry-based learning significantly improved scientific process skills compared to direct instruction, but did not produce a statistically significant difference in academic achievement on a factual test.
Let's talk evidence – The case for combining inquiry-based and direct instruction
A 2023 review article by 14 learning scientists argues that inquiry-based instruction produces better overall results for conceptual knowledge than direct instruction, but that combining both approaches based on learning goals and student characteristics is often the best strategy.
Comparing the Effectiveness of Inquiry-Based Learning and Direct Instruction on Enhancing Mathematical Thinking in Secondary School Students
A 2025 study of 86 secondary students found that inquiry-based learning outperformed direct instruction in improving mathematical thinking abilities, and students reported high satisfaction with the inquiry approach.
Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts
A 2023 study of 168 science classrooms in South Korea found that teacher-reported use of inquiry-based instruction did not predict student science achievement or motivational beliefs at the classroom level.