Exploring the Impact of Inquiry-Based Approaches on Geography Learning Outcomes in Secondary Education

This study investigates the effectiveness of inquiry-based learning (IBL) strategies in enhancing the teaching and learning of geography at the secondary school level. Grounded in constructivist theory, inquiry-based approaches encourage active student participation, critical thinking, and problem-solving by allowing learners to explore real-world geographical issues through questioning and investigation. The research aims to compare student engagement, academic performance, and conceptual understanding between traditional teaching methods and IBL techniques. Data must be collected through classroom observations, student assessments, and teacher interviews in selected secondary schools. The findings are expected to provide insights into how inquiry-based instruction influences student motivation and mastery of geographical concepts, with implications for curriculum development and teaching practices. Ultimately, the study seeks to promote learner-centered methods that foster deeper understanding and long-term retention of geographic knowledge.