Abstract
This study examined the effects of inquiry-based teaching practices on learner autonomy, motivation, and self-regulated learning among undergraduate students in higher education institutions. Inquiry-based teaching encourages students to actively explore concepts, investigate problems, ask questions, and participate in knowledge construction, thereby promoting independent and reflective learning behaviors. In contemporary education, learner autonomy and self-regulated learning are considered essential competencies that support academic achievement, critical thinking, and lifelong learning. The study adopted a quantitative research design using a cross-sectional survey method. Data were collected from 250 undergraduate students enrolled in public and private universities of Karachi, Sindh, through structured questionnaires using a stratified random sampling technique. Descriptive statistics, Pearson correlation, and regression analysis were conducted through SPSS Version 26 to examine relationships among variables. The findings revealed that inquiry-based teaching practices significantly and positively influenced learner autonomy, motivation, and self-regulated learning. The study concluded that inquiry-oriented pedagogy enhances students’ independent learning abilities, academic engagement, and reflective learning practices. The research contributes to student-centered pedagogy by emphasizing the importance of inquiry-based instructional practices in fostering autonomous, motivated, and self-regulated learners in higher education.
Authors
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Mahmood Ahmed Dool
- Assistant Professor, Department of Education, Sukkur IBA University, Sukkur, Sindh, Pakistan
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Kamran Hyder Malik
- Lecturer, Department of Education, Sukkur IBA University, Sukkur, Sindh, Pakistan
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Muhammad Imran
- PhD. Scholar, Department of Education, SZABIST University, Karachi, Sindh, Pakistan
Keywords
Higher Education, Inquiry-Based Learning, Learner Autonomy, Self-Regulated Learning, Student Motivation, Student-Centered Pedagogy
DOI Number
Page Nos
712-727
Volume & Issue
v5-2
