Articulation of Inquiry-Based Learning Approach (IBLA) in Basic Education

Abstract

The purpose of the study is to investigate the effects of inquiry-based learning approach in learning science in basic education specifically in grade seven Science. The study made use of a quasi-experimental research to measure the effect of the inquiry-based learning approach used in one of the groups. This quasi-experimental research was designed to evaluate the articulation of inquiry-based learning approach in Science 7 along with the pre-test and post-test which were prepared by the researcher and was validated by experts in the field, and was implemented. There were two groups which were classified as Inquiry-Based Learning Group (IBLAG) and the Non-Inquiry-Based Learning Group (NIBLAG). Each group was composed of thirty (30) grade seven students of San Felipe Neri Parochial School (SFNPS). The researcher utilized purposive random sampling in choosing the participants. This was determined by their Science second quarter/previous grade. Consequently, the respondents’previous grade in the quarter determined their group. MeanScore, Weighted Mean, t-Test Independent and t-Test Dependent were utilized in the analysis of the data gathered. The statistical tests were performed using the Cranach’sAlpha and VASSARSTAT. The data revealed the significant difference between pre-testand post-testof the Inquiry-based learning (IBLA), which is 5.84 that lead to the rejection of the null hypothesis and for the non-inquiry-based learning approach a mean value of 1.63 considering setting αat 0.05. The findings revealed the great influence of the Inquiry-Based learning approach in the scientific literacy of the students. Thus, the researchers recommend that teachers should be exposed to these teaching methods through seminars on this topic to enhance their skills and knowledge on how to implement the Inquiry-Based method/approach in the classroom.