Integration of Inquiry-Based Learning (IBL): Analysis of student perceptions

Abstract

The study analyzed students’ perceptions of the implementation of activities based on the Research-Based Learning (RBL) methodology. This pedagogical approach is conceived as an innovative strategy that integrates research practice into the teaching process, linking theory to real-world problem-solving and fostering the active construction of knowledge. The analysis focused on how these activities contribute to the development of critical thinking—understood as the ability to reflect, evaluate, and argue logically in various academic and professional situations— and its impact on preparing graduates capable of facing the challenges of the workforce with research skills and the capacity for innovation, while also identifying the impact of RBL on academic performance, which promotes autonomy, responsibility, and motivation toward meaningful learning. The study was descriptive; a survey was administered to 198 students in the Chemistry class of the Bachelor of Nursing and Bachelor of Physical and Occupational Therapy programs in the Health Sciences at CEUTEC, Honduras. The students rated ABI activities positively for their contribution to the development of critical thinking and the improvement of academic performance. They also recognized their impact on professional training. However, they pointed out limitations related to the time and resources needed to carry out these activities.