Great list by Harshvardhan.

I'd add the following, which adds a coaching dimension and an approach to measuring impact on learning:

Wang, Q. (2012). Coaching for Learning: Exploring Coaching Psychology in Enquiry-based Learning and Development of Learning Power in Secondary Education. Procedia-Social and Behavioral Sciences, 69, 177-186.

http://www.sciencedirect.com/science/article/pii/S1877042812053839

Here is Something that may help you:

This research seeks to:

(1) implement a model for an inquiry based learning environment using learning objects (LOs),

(2) apply the model to examine its impact on students’ learning.

http://search.proquest.com.ezproxy.liberty.edu:2048/education/docview/1288341636/fulltextPDF/3A7F1C23BECB45AAPQ/2?accountid=12085

http://www.scientiasocialis.lt/pec/files/pdf/vol66/54-66.Sen_Vol.66_PEC.pdf

THE EFFECTS OF PROCESS ORIENTED GUIDED INQUIRY LEARNING ENVIRONMENT ON STUDENTS’SELF-REGULATED LEARNING SKILLS

Teaching and learning trend has shifted gradually from a teacher-centered approach to a student-centered approach. Many educational researchers have suggested that teachers must use student-centered learning approaches, such as Process Oriented Guided Inquiry Learning (POGIL). POGIL is an instructional

approach combining guided inquiry and cooperative learning in which students are involved in the learning process. The purpose of this study was to investigate the effect of POGIL method compared to traditionally designed chemistry instruction (teacher-centered approach) method on 11th grade students’ Self-Regulated Learning Skills. The study was conducted during 2014-2015 spring semester.

Participants were 115 students from one high school in Turkey. Non-equivalent control group design was used. Two experimental groups and two control groups were randomly selected. Experimental groups were instructed with POGIL, while control groups received traditionally designed chemistry instruction. Achievement Goal Questionnaire (AGQ) and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as pre-test and post-test to determine students’ self-regulated learning skills. Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of POGIL on the dependent variables. Results revealed that POGIL improved students’ mastery approach, task value, control of learning beliefs, self-efficacy for learning and performance, critical thinking, help seeking, peer learning, metacognitive self-regulation, effort regulation, time/study environmental management. The results showed that POGIL was superior to the traditionally designed chemistry instruction on students’ self-regulated learning skills. Thus, POGIL is helpful for development of students’ self-regulated learning skills.

Thank you very much, it really help me a lot for my research. 

The Effect of Inquiry-Based Laboratory Applications on Students’

Motivation and Learning Strategies

This study aims to investigate the effects of inquiry-based laboratory applications on students’ motivation and learning strategies. The research was conducted in the form of one group pretest – postest design. 22 undergraduate students taking the course Chemistry Experiments in Secondary Education in the spring semester of 2014-2015 academic year were included in the research. Chemistry Motivation Questionnaire and Motivated Strategies for Learning Questionnaire were employed in the research as the tool of data collection. Paired-samples t test was used for related samples in order to check whether or not students’ pre-experimental and post-experimental motivations and their learning strategies differed significantly. The findings obtained demonstrated that intrinsic motivation, self-efficacy, self-determination and career motivation – which were the sub-dimensions of motivation- apart from grade motivation and organization, elaboration, critical

thinking and metacognitive self-regulation – which were the sub-dimensions of learning strategiesdeveloped significantly as a result of laboratory applications based on inquiry

http://www.iojes.net//userfiles/Article/IOJES_1971.pdf