Inquiry-based learning (IBL) is a student-centered teaching technique that promotes engagement through higher-order thinking, collaboration, and creativity. This study examines the impact of IBL levels on students’ interest, motivation, and engagement. Three levels of IBL (traditional, structured, and guided) were implemented in an introductory animal science laboratory session at three time points during the Fall 2021 semester. Students (n=169) were divided among five laboratory sessions and then randomly within each lab, students were then divided into six groups using a Latin square arrangement. During each time point, students completed 20-minute case scenario activities utilizing one of three IBL levels. Inquiry levels were differentiated by the instruction, information, and supplies provided to students. At each time point, students self-reported their situational interest, motivation, and engagement on a Likert scale. Across all IBL levels, students experienced high levels of attention demand, identified regulation, and personal effort and no differences were seen between IBL levels. Although limited to one course, our findings suggest that IBL activities promote interest, engagement, and motivation, which could generate long-term student engagement and investment in course content. Future research should juxtapose IBL and traditional teaching methods to further examine the impact in additional formats and subjects.

Keywords: inquiry-based learning, interest, motivation, engagement