Investigating the Impact of Student-Led Research Projects on the Development of Scientific Reasoning Skills
Author(s): Frank Aduo, Frederick Akosah Sekyere, Ernest Samuel Fevlo, Mershack Osei Agyemang
Publication #: 2512009
Date of Publication: 29.12.2025
Country: Ghana
Pages: 1-16
Published In: Volume 11 Issue 6 December-2025
DOI: https://doi.org/10.62970/IJIRCT.v11.i6.2512009
Abstract
This study examined the impact of student-led research projects on the development of scientific reasoning skills among senior secondary school science students using a mixed-methods design. Guided by constructivist and inquiry-based learning principles, the intervention positioned students as active investigators, allowing them to formulate hypotheses, design experiments, collect data, and justify findings using evidence. Quantitative data were gathered through pre- and post-test assessments of scientific reasoning administered to 150 students. Results showed a statistically significant improvement in students’ reasoning skills following the intervention, with mean scores increasing from 42.63 to 58.47, t(149) = 18.72, p < .001, and a large effect size (d = 1.52), indicating a strong positive impact of student-led inquiry. Qualitative data from interviews and observations revealed that students developed deeper inquiry thinking, enhanced metacognitive reflection, improved argumentation skills, and greater autonomy in conducting investigations. Collaborative interactions further enriched learning, though students also reported constraints such as limited laboratory resources and time pressures. Integration of the quantitative and qualitative findings showed convergence, indicating that authentic inquiry, autonomy, and collaborative engagement were key contributors to the observed gains in scientific reasoning. Conversely, contextual challenges helped explain variations in individual performance. Overall, the study demonstrates the value of embedding student-led research projects within science curricula as a means of cultivating higher-order reasoning and promoting meaningful scientific literacy. The findings highlight the need for improved resource provision and structured support to maximize the benefits of student-driven inquiry in resource-limited educational contexts.
Keywords: Student-led research projects; Scientific reasoning; Inquiry-based learning; Mixed-methods; Science education
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