Articulation of Inquiry-Based Learning Approach (IBLA) in Catholic Basic Education

Abstract

Inquiry-Based Learning Approach (IBLA) in Catholic, Basic Education has an enormous effect that would exemplify its importance in Secondary Science Subjects. This approach establishes itself from other Constructivist guided approaches in the case that teachers carefully scaffold the students as they challenge them with new scientific materials. [1] In this article, we will discuss the effect of articulation of Inquiry-Based Learning Approach in Science seven along with the pretest and post-test prepared by the researcher and was validated by experts in the field. This quasi-experimental research will reveal the great influence of the Inquiry-Based Learning Approach over Non-Inquiry-Based Learning Approach in the scientific literacy of the students. This quasi-experimental research was designed to evaluate the articulation of inquiry-based learning approach in Science 7 along with the pre-test and post-test which were prepared by the researcher and was validated by experts in the field, and was implemented. There were two groups which were classified as Inquiry-Based Learning Group (IBLAG) and the Non-Inquiry-Based Learning Group (NIBLAG). Each group was composed of thirty (30) grade seven students of San Felipe Neri Catholic School (SFNPS). The researcher utilized purposive random sampling in choosing the participants. This was determined by their Science second quarter/previous grade. Consequently, the respondents’ previous grade in the quarter determined their group. Mean Score, Weighted Mean, t-Test Independent and t-Test Dependent were utilized in the analysis of the data gathered. The statistical tests were performed using the Cronbach’s Alpha and VASSARSTAT. The data revealed the significant difference between pre-test and post-test of the Inquiry-based learning (IBLA), which is 5.84 that lead to the rejection of the null hypothesis and for the non-inquiry-based learning approach a mean value of 1.63 considering setting α at 0.05. The findings revealed the great influence of the Inquiry-Based learning approach in the scientific literacy of the students. Thus, the researchers recommend that teachers should be exposed to these teaching methods through seminars on this topic to enhance their skills and knowledge on how to implement the Inquiry-Based method/approach in the classroom.