Process Oriented-Guided Inquiry Learning: A Strategy to Improve Science Learning

Abstract

INTRODUCTION

Science enlarges the capacity of learners to profess their skills, sustain their eagerness and build development. Science education could be a bridge of building virtues of resourcefulness, creative minds and unending aspiration for learning and true search of innovation.

With the reality that science education is continuously moving forward, a teacher is expected to incorporate strategies that will make learning meaningful. This strategy is Process Oriented-Guided Learning Inquiry. Numerous studies support the effectiveness of this strategy in improving learning. Vygotsky suggested that the use of Process Oriented-Guided Learning Inquiry is suited to help develop pupils' academic achievement.

Utilizing this strategy will help alleviate the performance of Talaga Central School in Science. Based on the least-mastered skills, Describing Circulatory and their function got 33.33% which is under the Low Mastery level.

METHODS

A pre-test was administered. It was composed of 17(seventeen) multiple choice questions and 3 (three) open-ended questions about the circulatory system. Thirty-seven pupils took the test.

The lesson on the circulatory system follows a learning cycle. The learning cycle used is Exploration, Concept Invention and Application. In the Exploration phase, pupils examine and analyze concepts in the given exercises within the group. They are encouraged to investigate, ask questions and collaborate with each other. Specific roles are assigned to each member of the group, leader, recorder, spokesperson, and reporter. In the concept invention phase, pupils describe or explain the observations made. The reporter of each group presents the findings. Finally, a post-test was given to determine pupils' learning.

RESULTS

Data revealed that 37 pupils were given pre and post-tests. It obtained a mean score of 7.03 in the pre-test and 17.16 in the post-test achieving an MPS of 35.14% in the pre-test while 85.81% in the post-test

DISCUSSIONS

These findings signify a remarkable increase in MPS based on the post-test result. By looking at the results in the pre-test with a 4 lowest score obtained and 11 highest score obtained comparatively showing a great difference in the assessment of the post-test which has 14 as the lowest score obtained and 20 as highest score obtained, it can be clearly assessed that POGIL strategy increases the academic performance of the pupil.