Inquiry-Based Learning and Technology-Integrated Final Year Projects: A Case Study on Vocational Students at Kolej Vokasional Batu Lanchang

Abstract

Final Year Projects (FYP) in vocational education are intended to function as authentic learning experiences that integrate theoretical knowledge, technical competencies, and digital technologies. However, their effectiveness in fostering systematic inquiry skills and technology literacy remains inconsistent, particularly when supervision practices are predominantly product oriented. Inquiry-Based Learning (IBL) offers a learner-centred pedagogical approach that emphasises problem identification, investigation, and reflective learning, yet empirical evidence on its application within technology-integrated vocational FYP from a student perspective remains limited. This study examines vocational students’ perceptions of inquiry-based and technology-integrated Final Year Projects at Kolej Vokasional Batu Lanchang using a quantitative case study design. Data were collected from final-year vocational students through a structured questionnaire measuring inquiry engagement, technology literacy, perceived learning outcomes, and learning readiness. Descriptive and inferential analyses revealed high levels of inquiry engagement and moderate to high development of technology literacy, particularly in problem identification, digital tool utilisation, and reflective learning. Pearson correlation analysis further indicated a significant positive relationship between inquiry engagement and perceived technology literacy outcomes. Descriptive and inferential analyses revealed high levels of inquiry engagement and moderate to high development of technology literacy. Pearson correlation analysis indicated a significant positive relationship between inquiry engagement and perceived technology literacy (r = 0.68, p < 0.01, n = 30), suggesting a strong association between structured inquiry processes and technology-related learning outcomes. However, the findings should be interpreted with caution due to the small sample size and the case-based design, which may limit generalisability.