To determine whether inquiry-based learning positively impacts undergraduate student learning and performance, we incorporated a guided inquiry-based activity (IBA) into two introductory and one upper level biology courses. We hypothesized that incorporation of IBA enhances student learning compared with noninquiry-based activities (NIBA). We measured student performance for the IBA, which included graph construction, description, interpretation, and the application of acquired knowledge. This was compared with performance on NIBA of a similar nature. Consistent with our hypothesis, our results indicate that IBA enhanced student learning for both introductory and upper level courses. Moreover, data collected from a survey on students' self-reported sentiment shows that students overwhelmingly agree that IBA helped them grasp and remember the content, as well as develop competencies in data analysis and critical thinking. Overall, our data suggest that when possible, instructor-guided IBA should be incorporated in both introductory and upper level biology courses.