Meta-Analysis of Inquiry-Based Learning: Effects of Guidance
Lazonder, A. W., & Harmsen, R. · 2016
grade Cmeta-analysisindependentreplicated
Sample
72 studies
Population
Children through adults; inquiry/discovery tasks (mixed lab/classroom); proximal outcomes.
Design
Isolates the guidance contrast (guided vs less/unguided inquiry), coded by specificity.
Key findings
Guidance reliably helps inquiry at every age (outcomes d=0.50), with novices needing more specific guidance. The effective ingredient in 'inquiry' is scaffolding, not minimal-guidance discovery.
Genetic confound
Domain outcomes; the interaction is developmental/prior-knowledge, not g.
Replication notes
Directly supports the guidance-x-expertise reading; converges with KSC's novice claim.
DOI / URL
10.3102/0034654315627366
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Guidance effect on learning outcomes | d | 0.50 [0.37,0.62] | researcher-designed | immediate; mixed lab/classroom | active-alternative | end-of-treatment | domain-skill |
| Guidance effect on task success | d | 0.71 [0.52,0.90] | researcher-designed | immediate | active-alternative | end-of-treatment | domain-skill |
| Guidance type | direction | younger/novice learners need MORE specific guidance to succeed | researcher-designed | immediate | active-alternative | end-of-treatment | domain-skill |
Cited by
- Explicit instruction vs discovery/inquiry — how much guidance?moderate supportconf: mediumgc: low