Effect of Inquiry-Based Teaching Methods Enhance Math Performance? A Pakistani Student Perspective with Math Attitude as a Mediator

Abstract

Mathematics education in Pakistan continues to face significant challenges, with students consistently underperforming in international assessments. This study analyses the impact of Inquiry Based Pedagogy (IBP) on Student Math Performance (SMP) while exploring the mediating role of student math attitude (SMA). Using statistics derived from 2019 TIMSS (Trends in international Mathematics and Science Study), we analyses responses from 4,327 fourth-grade students across Pakistan. Structural equation modelling (SEM) reveals that there is strong positive effect of IBP on SMA (β = 0.404, p < 0. 001), fostering greater learners’ engagement and confidence in mathematics. SMA, in turn, has a moderate but significant effect on SMP (β = 0.051, p < 0.001), suggesting a positive math attitude enhances academic achievement. Additionally, IBP directly improves SMP (β = 0.063, p <0.001), indicating the instructional benefits of inquiry-driven learning. Findings from the mediation analysis indicates that SMA play a significant role in linking IBP to SMP, though its contribution is relatively modest (β = 0.009, p < 0.001). These findings emphasize the effectiveness of IBP in enhancing math learning outcomes, particularly through improved instructional quality and student engagement. However, disparities in access to educational resources, especially between urban and rural areas, hinder widespread adoption. Policy suggestions involve specialized teacher training, curriculum adjustments, and positive attitudes towards math. This research contributes to the discourse on math reform in Pakistan and provides evidence for instructionally driven strategies to enhance student performance.