Inquiry-Based Teaching Approach and the Student’s Academic Performance in Science 9

Abstract

This study aimed to evaluate the effectiveness of the inquiry-based approach in teaching science at Lucsuhin National High School. A descriptive research design was used, with data collected from 102 Grade 9 students through a structured questionnaire. The data were analyzed using weighted mean, t-test, and Pearson's correlation coefficient to assess the impact of inquiry-based strategies on student learning outcomes. The findings indicated that inquiry-based teaching methods are highly effective in enhancing students' prior knowledge of scientific concepts, increasing their engagement in lessons, and promoting a student-centered learning environment. This approach was shown to encourage critical thinking and active participation, leading to a deeper understanding of science content. Furthermore, the study found that demographic factors such as age and gender did not significantly influence the effectiveness of inquiry-based teaching strategies. However, students’ academic performance, particularly their grades, was positively correlated with the use of inquiry-based methods, suggesting that these strategies contribute to improved learning outcomes. Moreover, inquiry-based strategies are valuable in promoting deeper learning but highlight the importance of considering individual student factors such as grade performance when implementing such approaches. Based on these findings, the study proposed an action plan to further integrate and strengthen the application of inquiry-based strategies in science education. This action plan aims to provide teachers with professional development opportunities, enhance instructional resources, and foster a more interactive and engaging classroom environment, aiming to boost student performance in science. This study provides valuable insights for educators to improve teaching practices and enhance student achievement.