Abstract
The inquiry-based approach to teaching and learning was central in the development
and implementation of both the International Baccalaureate curriculum as well as the
recently released Australian Curriculum version 9. This approach claims to support the
development of critical 21st century skills in learners, particularly the development of
self-directed learning skills. While qualitative studies support the notion with opinions
from participants, little empirical evidence exists on the matter.
This study explored the effects of an interdisciplinary inquiry-based unit of study on
year 8 learners’ self-directed learning skills as part of the Middle Years Program of the
International Baccalaureate. Using a tested self-directed learning instrument
developed by Cheng, Kuo, Lin, and Lee-Hsieh (2010), learners were surveyed prior to
and post the unit of teaching. Results of the study were not statistically significant, likely
due to the small sample size, the short time frame of the study, and the tertiary
language of the survey. However, practical significant differences (indicated by large
effect sizes) were noted for two of the four domains of self-directed learning, namely
Learning Motivation, and Planning and Implementing. Close examination of learner
responses shows learners perceived an increase in their own confidence, autonomy,
and ability to set goals by the end of the intervention, however this was linked to
explicitly taught skills and knowledge rather than as a result of the inquiry-based task
provided.