Evaluation of inquiry-based practices with mixed-meta method

This study aims to evaluate inquiry-based practices [IBP] in education using the mixed-meta method. To this end, 78 quantitative studies were analysed in the meta-analysis dimension and 46 qualitative studies were analysed in the meta-thematic analysis dimension, covering the period from 2005 to 2025. In the meta-analysis dimension of the study, the effect of IBP in education on academic achievement was examined. Statistical calculations based on meta-analysis have concluded that inquiry-based applications have a positive and widespread impact on academic achievement. As a result of the moderator analysis, it was concluded that the effect of IBP on academic achievement did not show significant variability in terms of the determined teaching levels, implementation period, disciplinary areas, and sample size variables, while the effect of the inquiry type variable was significant. Based on the content analysis conducted in the meta-thematic analysis dimension of the study, the following themes were identifed: "IBP's contribution to 21st century skills, IBP's contribution to cognitive skills, IBP's contribution to affective and social skills, features of the learning environment at IBP, and negative aspects of IBP and recommendations for improvement". As a result of the findings, it was determined that IBP practices contribute to the development of 21st century skills in learners, as well as the acquisition and development of many different cognitive skills. Additionally, it was observed that students gained many social and emotional skills through IBP. In the different inquiry applications examined, important features related to the implementation process were identified. On the other hand, findings related to the negative aspects of the practices were obtained from the participants' opinions, and it was determined that suggestions were made for improving the practices. It was concluded that the results obtained through meta-analysis and meta-thematic analysis within the scope of the research were consistent with each other.