Examining the Relationship Between Integrating Inquiry-Based Learning Projects Deemed Culturally Responsive in Social Studies to Student’s Perception of Attitudes Towards Learning and Engagement, Opportunity to Develop Deeper Awareness of Self, and the...

Student engagement and relevance within middle school social studies remain important considerations as educators seek instructional approaches that promote student voice and meaningful connections to learning. Inquiry-based learning (IBL) and culturally responsive pedagogy (CRP) have been identified in educational research as approaches intended to support active learning, critical thinking, and connections between content and students’ lived experiences. This mixed-methods action research study examined inquiry-based learning projects deemed to include elements of culturally responsive pedagogy within a large urban public school district. The purpose of this study was to examine the relationship between culturally responsive inquiry-based learning and students’ perceptions of engagement, attitudes toward learning, self-awareness, and academic performance. Data sources included student surveys, teacher surveys, and performance scores collected across two semesters. Findings suggested students reported positive perceptions related to engagement, content connections, and reflection. Teacher responses reflected increased participation and interest while highlighting the importance of implementation support and consistent student access to inquiry opportunities. Performance data reflected patterns of academic growth between semesters. The findings suggest culturally responsive inquiry-based learning may support deeper learning experiences while emphasizing the importance of professional learning and implementation systems.