Project FIST: Fostering Inquiry-Based Science Teaching

Abstract

INTRODUCTION

Inquiry-Based Science Teaching plays a significant role in promoting changes in science teaching. Thus, this study aimed to determine the effectiveness of Inquiry-Based Science Teaching for Grade 10 of Looc Integrated School S.Y. 2017-2018. The school wants to increase the reasoning skill of all the G10 learners through inquiry-based science teaching.

METHODS

This study used the SIPOC Model of teaching delivery and an Activity Flow-Chart. It was participated by 53 Grade 10 students of the Looc Integrated School. They were interviewed and had focused group discussion and survey questionnaire was given to validate the voice of the customers.

RESULTS

The results revealed that during the 1st to 3rd periodic test, Grade 10-F got an MPS of 48.1%, 48.9%, and 50.2%. After the interventions made, the same customers obtained 68.4% in the 4th periodic test, respectively. Moreover, the MPS of G10-F for the 2nd and 3rd periodic test in reasoning is 40% and 35%. After such interventions, the same respondents obtained 52% in the fourth periodic test. This implies that Inquiry-based learning in Science Teaching helps improve the reasoning skills of learners which leads to better learning and higher school performance.

DISCUSSIONS

The results of this study demonstrated that the use of Inquiry-Based in science teaching can improve the performance of the learners, thus the teachers in science are encouraged to continuously used inquiry-based in their teaching.