Despite the importance of understanding how the human reproductive system works, adolescents worldwide
exhibit weak conceptual understanding, which leads to serious risks, such as unwanted pregnancies and
sexually transmitted diseases. Studies focusing on the development and evaluation of inquiry-based learning
interventions, promoting the knowledge of human reproduction, are very few. The purpose of this study
was to evaluate the effectiveness of an inquiry-based intervention on human reproduction in relation to students’
gender, prior knowledge and motivation for learning in biology. Data collection methods included
students’ pre- and post-tests, evaluating students’ conceptual understanding regarding human reproduction,
and measurements of students’ motivation employing the Motivational Learning Environment survey. The
sample for the pre- and post-test conceptual understanding data included the whole population of the 7th
graders in Cyprus (n = 6465). Students’ motivation data were collected from a representative sample of the
entire 7th graders population (n = 946 students). Statistical analyses indicated a statistically significant
increase in students’ conceptual understanding as well as in their motivation for learning in biology.
However, students’ gender, prior knowledge and initial motivation for learning in biology seemed to
mediate the effectiveness of the inquiry-based intervention. All of these variables are deemed, therefore, as
of great importance for the design, implementation and evaluation of biology teaching interventions.

• Investigating the Effectiveness of an Inquiry-Based Intervention on Human Reproduction in Relation to Students’ Gender, Prior Knowledge and Motivation for Learning in Biology

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