Examining the Effectiveness of Inquiry-based Learning on Grade 5 Students’ Performance in Higher-order Thinking Questions in Social Studies
Tshering Zam, Pema Yangden & Chechong Lhamo · Asian Journal of Education and Social Studies · 2026
This classroom action research examined whether inquiry-based learning improved Grade 5A students’ performance on higher-order thinking questions in Social Studies. The participants were 34 students (16 boys and 18 girls) at Phuentsholing Primary School. Baseline evidence showed...
Open access
Research Article
10.9734/ajess/2026/v52i83273