Implementation of Conceptual and Inquiry-Based Learning (IBL) Approaches in Teaching Grade 7 Araling Panlipunan: A Descriptive-Comparative Analysis

Abstract

The objective of this study is to determine the performance among Grade 7 students in Araling Panlipunan at Gaddani National High School implementing the two instructional approaches, namely Conceptual Teaching and Inquiry-Based Learning.

              The research assesses the performance level of students on various competencies in the fourth quarter. They used descriptive-comparative analysis, utilized a one-group pretest-posttest design  in Grade 7 Araling Panlipunan under the MATATAG  K-10 Curriculum. It was conducted over eight weeks, with a structured approach integrating Concept Mapping, Interactive Simulations, Problem Based-Learning, Reflective Journals,, Collaborative Discussions, Case-Based Scenarios, Concept-Driven Projects, and Self-Directed Activities within the Conceptual Teaching and Inquiry-Based Learning (IBL) approaches.  These strategies were linked to particular weeks in order to improve student engagement, critical analysis, and mastery of Southeast Asian history.

                A pre-test (Initial Assessment) and post-test (Final Assessment) were consisted of 80 item tests using the Lesson Exemplar and Worksheet tool and were validated by three experts (Masters) in Araling Panlipunan. It ensures that the assessments were content valid and reliable. Scores were drawn from weekly formative assessments of the MATATAG worksheets and lesson exemplars each consisting of 10 items, based on applying the approaches and strategies. Data were processed using statistical treatment such as weighted mean scores and t-tests.

                 After the intervention, results showed that both the Conceptual and Inquiry-Based Learning (IBL) approaches demonstrated significant improvements in the performance of Grade 7 learners in Araling Panlipunan, as indicated by the pretest and post-test results. The Conceptual Approach resulted in a rise in the mean score from72.19  (classified as Did Not Meet Expectation ). In comparison of the Post-Test performance revealed that scores were nearly identical. The Conceptual Approach had a post-test mean score of 93.09, while   the post-test means of 93.09 and 93.97 were branded as Outstanding.” These results noted that both methods used led to meaningful improvements in the students’ understanding   of ASEAN’s history, its composition, and human rights advocacy strong understanding of important concepts fostered in the students’ academic performance. Because both approaches can provide optimized social studies learning outcomes, this can be applied without limitations.