Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar

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Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross-National Analysis Using PISA 2006 (2014, background): “These apparently counterintuitive results were attributed to low levels of reading, literacy and numeracy skills (Areepattamannil, 2012).”
Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems (2019, methodology): “For the Qatar sample from the same data, however, both the hands-on and student investigation dimensions of inquiry were negatively related with science literacy (Areepattamannil, 2012).”
Children's Motivation toward Science across Contexts, Manner of Interaction, and Topic. (2014, result): “However, the fact that an activity is “informal” or “hands on” may not be enough to motivate children effectively, as a number of prior studies have found (Areepattamannil, 2012; Klahr, Triona, & Williams, 2007).”
The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015 (2019, methodology): “In seeking to understand the association between inquiry-based teaching and Qatari students’ achievement and interest, using PISA data, Areepattamannil (2012) reported that students who experienced more frequent inquiry had higher than average levels of interest but lower achievement scores, as we…”