The Effect of Inquiry-Based Learning in Academic Achievement in Science of Grade 5 Pupils in Indang East Elementary School

Abstract

INTRODUCTION

One of the most important and pervasive goals of schooling is to teach students to think. All school subjects should sharein accomplishing this overall goal. Inquiry Based Learning helps develop students' understanding of the world around them through gathering knowledge. New knowledge is acquired as students collect data, analyze data, and solve problems. Through IBL, students learn not only how to ask questions and figure out the answers, but they also learn what questions are important to ask.

METHODS

The researcher decided to enhance the academic achievement of her Grade V pupils through the inquiry-based activities thatshe implemented. Through observation and summative assessments, the proponent identified ten (10) pupils who did not perform well on their class. The students' Periodical Examination results were used to recognize their performance.

RESULTS

The results revealed that through Inquiry based learning, the identified low performer pupils have improved in their third Quarterly Examination. Result showed that from an average of 29.9 %, their test scores went up to an average of 52.7%. It was an improvement of 27.4%. In addition, the remediation and activities patterned after the science process skills improved the confidence of the pupils in Science.

DISCUSSIONS

Informational reading materials for background knowledge about the problem enabled the pupils to allocate time to read materials and discuss the content. The teacher-researcher scaffolded instruction for guiding the pupils' questions and modelling information about the lessons presented, the pupils worked together by thinking about the questions, engaging in discussion with group members, and deciding how to proceed with the experiment to solve the problem. The teacher rounded between groups in order to facilitate learning, but did not provide direct answers for pupils when questions are asked. In drawing of conclusion of the lesson, pupils wrote about what they had learned and how they solved the problem in their journals contributed to the success of the project. The procedure was repeated for the remaining quarters of the school year.