Inquiry: Exploring how student-generated inquiry before teacher instruction impacts student engagement and achievement in biology.
University
Shawnee State University
Major
7-12 Integrated Science Education
Student Type
Undergraduate Student
Presentation Types
Poster Presentation (Live)
Keywords:
Driving Question Boards, student engagement, inquiry, high school biology
Abstract
This mixed-methods study examined the impact of implementing pre-unit Driving Question Boards (DQBs) on student engagement and academic achievement in a high school biology classroom. The study included 72 ninth- and tenth-grade students in a rural public high school in southern Ohio. Data were collected through pre- and post-engagement surveys, post-intervention interviews with 12 students, and unit assessment scores from before and after DQB implementation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed for recurring themes. Survey results showed moderate engagement before the intervention (M = 3.29) and more positive perceptions after DQB implementation (M = 3.85). Interview and open-ended survey responses revealed themes of increased curiosity, greater student voice, more interactive engagement, and improved understanding of biology content. Unit assessment scores were also higher after DQB implementation. Overall, findings suggest that pre-unit DQBs may be an effective strategy for improving engagement and supporting achievement in high school biology.
Human and Animal Subjects
yes
IRB or IACUC Approval
yes
Faculty Mentor Name
Dr. Paul Madden
Faculty Mentor Title
Professor
Faculty Mentor Department
School of Education
Recommended Citation
Combs, Laiken G., "Inquiry: Exploring how student-generated inquiry before teacher instruction impacts student engagement and achievement in biology." (2026). Celebration of Scholarship. 2.
https://digitalcommons.shawnee.edu/cos/2026/trustee/2
Inquiry: Exploring how student-generated inquiry before teacher instruction impacts student engagement and achievement in biology.
This mixed-methods study examined the impact of implementing pre-unit Driving Question Boards (DQBs) on student engagement and academic achievement in a high school biology classroom. The study included 72 ninth- and tenth-grade students in a rural public high school in southern Ohio. Data were collected through pre- and post-engagement surveys, post-intervention interviews with 12 students, and unit assessment scores from before and after DQB implementation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed for recurring themes. Survey results showed moderate engagement before the intervention (M = 3.29) and more positive perceptions after DQB implementation (M = 3.85). Interview and open-ended survey responses revealed themes of increased curiosity, greater student voice, more interactive engagement, and improved understanding of biology content. Unit assessment scores were also higher after DQB implementation. Overall, findings suggest that pre-unit DQBs may be an effective strategy for improving engagement and supporting achievement in high school biology.