Investigation of the Characteristics of Successful and Less Successful Students in Guided Simulation-Based Inquiry Learning in Physics Education

This exploratory study aimed to determine the characteristics of successful and less successful students in guided simulation-based inquiry learning within Physics education. Recruiting 30 participants, the study used a quasi-experimental, exploratory research design with pre-test and post-test measures. The study revealed that both prior knowledge and organizational skills were significant predictors of learning outcomes. A cluster analysis identified four distinct profiles of students: Cluster 1 in successful students relied more on prior knowledge, whereas Cluster 2 demonstrated strong metacognitive and self-regulation skills. Cluster 1 in less successful students had stronger metacognitive and self-regulation skills but lacked sufficient prior knowledge, while Cluster 2 exhibited deficiencies across all domains.