INQUIRY-BASED LEARNING VS. TRADITIONAL TEACHING: A COMPARATIVE STUDY OF CRITICAL THINKING, MOTIVATION, AND ACADEMIC ACHIEVEMENT

M. Esenova; A. J. Jeyhunov; O. A. Kurbanova

M. Esenova Dovletmammet Azadi Turkmen National Institute of World Languages
A. J. Jeyhunov Magtymguly Turkmen State University
O. A. Kurbanova Oguz han Engineering and Technology University of Turkmenistan

Ключевые слова: Inquiry-Based Learning, traditional teaching methods, academic performance, motivation, critical thinking, student engagement, higher education, active learning, pedagogical strategies.

Аннотация

This study explores the comparative effectiveness of Inquiry-Based Learning (IBL) and traditional teaching methods on students' academic performance, motivation, and development of critical thinking. Conducted across three universities in Turkmenistan, including Turkmen State Institute of World Languages, Turkmen State University, and Turkmenistan Engineering and Technology University, the research involved 90 students who were divided into experimental and control groups. The experimental group (EG) was taught using Inquiry-Based Learning, while the control group (KG) followed traditional lecture-based instruction. The study lasted for 4 weeks and employed a combination of pre-tests, post-tests, motivation surveys, critical thinking assessments, and qualitative interviews. The findings indicate that IBL significantly improved academic achievement, fostered higher motivation, and enhanced critical thinking skills compared to traditional methods. Students in the EG reported greater engagement, a deeper understanding of the subject, and a more active role in their learning process. These results suggest that IBL can be a highly effective pedagogical strategy, particularly in promoting independent learning and critical analysis. However, the success of IBL depends on the context of the discipline and the readiness of instructors to implement this approach effectively.