Effectiveness of Modern Pedagogy in Big Data Analytics Using Inquiry-Based Learning (IBL)

Authors

  • Sakthimohan M. Department of ECE, KIT - Kalaignarkarunanidhi Institute of Technology, Coimbatore, Tamil Nadu
  • Elizabeth Rani G. Department of AI & DS, KIT - Kalaignarkarunanidhi Institute of Technology, Coimbatore, Tamil Nadu
  • Nagaraj P. SRM Institute of Science and Technology, Tiruchirappalli
  • Muneeswaran V. Department of Electronics and Communication Engineering, School of Electronics, Electrical and Biomedical Technology, Kalasalingam Academy of Research and Education, Krishnankoil, Virudhunagar District, Tamil Nādu
  • Karthigadevi K. Department of Computer Applications, School of Computing, Kalasalingam Academy of Research and Education, Krishnankoil, Virudhunagar District, Tamil Nādu

DOI:

https://doi.org/10.16920/jeet/2026/v39is2/26021

Keywords:

Big Data Technologies, Inquiry-Based Pedagogy, Experiential Learning, Learner Involvement, Quality Education, Engineering Education, Employability Skills.

Abstract

This paper examines the effectiveness of modern methods of teaching with special reference to Inquiry-Based Learning (IBL) in teaching Big Data Analytics to undergraduate students. 57 students participated in the hands-on activities, including poster presentations, learning games with Slido, a quiz with Mentimeter, peer group discussions, and reflective writings in journals. A well-designed survey provided some feedback that these unfamiliar teaching techniques were the key to shaping a deeper understanding of Big Data tools in Hive, Hadoop, and Pig. The students claimed that they felt more self-confident when it came to applying concepts to practice. They also attributed the increase in critical thinking and collaboration abilities. The motivational side is that many students were motivated enough to take additional courses or certifications in data science, and they stated that they would list these experiences in their resumes or during job interviews. The results indicate that IBL in combination with contemporary instructional practices in technical courses should prompt more learning, improved engagement, and improved career preparedness.

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Published

2026-02-18

How to Cite

M., S., G., E. R., P., N., V., M., & K., K. (2026). Effectiveness of Modern Pedagogy in Big Data Analytics Using Inquiry-Based Learning (IBL). Journal of Engineering Education Transformations, 39(Special Issue 2), 166–173. https://doi.org/10.16920/jeet/2026/v39is2/26021

Issue

Volume 39, Special Issue 2, January 2026

Section

Articles
Crossref
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Europe PMC

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