Škodová, Martina2026-04-242026-04-2420251732-6729https://doi.org/10.15804/tner.2025.82.4.07https://repo.umb.sk/handle/123456789/1432In: The New Educational Review. Toruń : Wydawnictwo Adam Marszałek, 2025. ISSN 1732-6729. pp. 95-107, No. 82 (2025), s. 95-107.The main aim of the study was to determine whether the implementation of inquiry-based geography instruction had a positive effect on intrinsic motivation of lower secondary school students. A quasi-experimental design was employed, in which students attended both traditional and inquiry-based lessons. The research instrument was the standardised Intrinsic Motivation Inventory (IMI). The collected data were processed using the software R. The results revealed that inquiry-based instruction had a significantly positive effect on students’ intrinsic motivation. This finding serves as an important argument for implementing inquiry-based elements in education – an approach emphasised in the new national curriculum in Slovakia.enCC BY-NC Creative Commons Attribution-NonCommercial 4.0. Internationalinfo:eu-repo/semantics/openAccessnižšie sekundárne vzdelávanienižšie stredné vzdelávanielower secondary educationvnútorná motiváciaintrinsic motivationgeografické vzdelávaniegeographic educationučenieučenie salearningdotazníkyquestionnairesArticle