5E Approach in Developing an Inquiry-Based Learning Tool in Improving the Least Mastered Competencies in Mathematics 9

Abstract

INTRODUCTION

Mathematics remains to be the most difficult field of study in basic education based on the performance of students from the different schools in annual National Achievement Tests. With this, Quezon National High School is not an exemption, and this only proves a low mastery of learning competencies in mathematics among the students. Thus, the researcher would like to address this problem by developing an Inquiry-Based Learning Tool (IBLT) integrating 5-E approach that will enhance learning and improve performance on the identified least mastered competencies in Mathematics.

METHODS

This study utilized the mixed method of research specifically the explanatory mixed method design. For the quantitative part, the researcher used an experimental design in determining the validity of IBLT in 5-E approach. The IBLT was developed from the identified least mastered competencies in Math 9 and utilized by grade 9 students.

The two groups were matched and the experimental group was taught using the IBLT in 5-E, while the control group was through the traditional method of teaching. Both groups were given a post-test after the experimental proper. Being innovative instructional tool, the problems met by the students during the conduct of IBLT in 5-E approach were also identified by using a structured interview.

RESULTS

The control and experimental groups were significantly different since the computed absolute t-value of 22.37 was higher than the critical value of 2. 037 at 0.05 level of significance. Thus, employing the IBLT, the experimental group performed better than the control group which utilized the traditional teaching approach.

Meanwhile, the problems met by the students was shown in generating new experiences and its impact, learning through IBLT, its advantages and disadvantages, and the problems and challenges in using IBLT in 5-E. Analyzing the results revealed that the common problems met by the students were cooperation, collaboration and students' participation in group work, unfamiliarity with the terms and concept, students' lack of participation, and allotted time in doing activities.

DISCUSSIONS

The developed IBLT in 5-E approach improves the understanding of the grade 9 students with regard to their least mastered competencies in mathematics. It is recommended that the developed IBLT may be further evaluated for acceptability using parameters like interest, variety, correctness, and presentation. It may also be enhanced by making its difficulty adjusted to the needs of the students.