Inquiry-Based Learning and Problem-Solving Approach: An Integration in Teaching Situated Real-Life Problems involving Circles

Abstract

INTRODUCTION

The paper aims to improve the respondent's performance in teaching through the integration of IBL and PSA among selected grade 11 Department of Education R4A teachers and SHS students of DMDPNHS. Also, the study wants to provide a student-centered lesson that is applicable to all type of learners.

METHODS

It utilized the descriptive-comparative method. Subjects were purposively selected: 36 teachers and 23 students who attended the Regional Mass Training and orientation for STEM. Pre and post-tests were the source of relevant data and gathered through a validated self-devised questionnaire. The 25 items were validated by 8 MTs, 24 math teachers and experts. Data were treated statistically.

RESULTS

Prior to integration, the study reveals that the respondents’ mean and SD are 12.00 & 4.67. Their performance was enhanced right after the integration as supported by the post-test results of 16.75 & 4.01. The MD of 4.75 and 0.66 SD difference demonstrates remarkable improvement. All 59 respondents, df=57, with the CV of-7.547 and TV of 2.002 at α=0.05 is enough to reject Ho. Furthermore, r=0.39 shows a moderate positive relationship on the test of the respondents before and after the integration.

DISCUSSIONS

As aresult, this paper has a unique contribution to proving the effectiveness of integrating IBL and PSA in teaching circles. Hence, it serves as an intervention for SHS to learn better and maximize their learning. Grade 11 teachers may combine 2 or more strategies depending on the nature of students, the culture of learning, location, and setting, and its parallelism to the topics/subjects they're teaching. Doing so will drastically increase both students and teachers' performance with a proper and right way of combining such strategies & approaches.