Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review

• Published in: International Journal of Instruction Vol. 11; no. 4; pp. 545 - 564
• Main Author: Khalaf, Bilal Khalid
• Format: Journal Article
• Language: English
• Published: International Journal of Instruction 01.10.2018
• Subjects: Active Learning; Conventional Instruction; Educational Change; Inquiry; Instruction; Learning Processes; Outcomes of Education; Self Esteem
• ISSN: 1694-609X; 1308-1470
• DOI: 10.12973/iji.2018.11434a

Learning methodologies have been studied extensively for more than five decades. While traditional learning model was previously dominant method in the field of learning, the early 1970s saw a wide range of reforms in educational fields supported by new technologies that facilitate the change from a teacher to a student-centred model. However, these reforms are still limited regarding efficiency. This study constitutes a systematic and critical review of the two dominant learning models, traditional and inquiry-based learning. While, traditional learning is supposed to increase learners' outcomes and keeps them active during the learning process, it has been widely asserted that inquiry-based learning increases learners' knowledge and skills. This review is based on forty-three empirical studies reported in the literature between 2002 and 2017. It identified a number of important drawbacks to both traditional and inquiry-based learning in the previous works. This review had analysed and evaluated critically the advantages and disadvantages of both learning methods. A gap was found between the current learning methods and the expectations of our educational systems in developing learner's knowledge and skills. Thus, this review concludes that a new pedagogical design is necessary to emphasises the advantages and negates disadvantages of both learning models.