Measuring the impact of inquiry-based learning on outcomes and student satisfaction Zafra-Gómez, José Luis Román-Martínez, Isabel Gomez-Miranda, María-Elena The aim of this study is to determine the impact of inquiry-based learning (IBL) on students’ academic performance and to assess their satisfaction with the process. Linear and logistic regression analyses show that examination grades are positively related to attendance at classes and tutorials; moreover, there is a positive significant relationship between academic performance and IBL, which is considered useful for better understanding of the subject. While students’ satisfaction is directly associated with class attendance and motivation and with the perceived usefulness of IBL, it is unaffected by attendance at tutorials. We conclude, therefore, that students become more involved in learning and acquire increased knowledge of the subject when an IBL-based method is followed. 2024-07-19T09:57:02Z 2024-07-19T09:57:02Z 2015 journal article Zafra-Gómez, J.L., Román-Martínez, I., & Gómez-Miranda, M.E. (2015). Measuring the impact of inquiry-based learning on outcomes and student satisfaction. Assessment & Evaluation in Higher Education, 40(8), 1050-1069. https://hdl.handle.net/10481/93258 https://doi.org/10.1080/02602938.2014.963836 eng open access Routledge Taylor & Francis Group