SUMMARY

To better understand the problem, I conducted a needs analysis to identify the factors affecting classroom implementation. The data showed that many teachers viewed student resistance as a lack of motivation or effort, while students reported feeling anxious about how the new learning approach would affect their grades and overall performance in class.

METHODS

I met with key stakeholders, including the Academic Dean and teacher development leaders, to clarify goals and define success criteria. Drawing on my background in research and data analysis, I collected and analyzed data to identify patterns and inform the design of a targeted learning solution.

A multi-method approach was used to identify performance gaps and root causes:

• Stakeholder interviews

• Classroom observations

• Teacher and student surveys

• Teacher and student interviews

• Review of instructional materials

Data was analyzed using descriptive statistics and thematic analysis to identify patterns across sources.

KEY FINDINGS

The gap was not that teachers lacked the knowledge or ability to design and implement inquiry-based instruction. The larger issue was that teachers and students entered the learning experience with very different expectations.

Two key factors contributed to this

• Student-side: Students were used to more teacher-directed instruction and struggled with the shift toward independent, inquiry-based learning. Many became anxious about grades and test performance, which made it difficult for them to stay engaged during more challenging learning tasks.

• Teacher-side: While teachers understood the instructional framework, many lacked practical strategies for responding to student frustration and resistance without stepping in and lowering the cognitive demand of the task. Student pushback was often interpreted as laziness or defiance rather than part of the adjustment to a new way of learning.

CONCLUSION

Teachers needed training to develop practical strategies for helping students adjust to a more independent way of learning while keeping them engaged, confident, and willing to work through challenging tasks.