Menchie A. Talampas (Author)
Abstract
Inquiry-based learning (IBL) is an educational approach that emphasizes the student’s role in the learning process, encouraging them to explore, ask questions, and engage deeply with the material. Rather than passively receiving information, students in an inquiry-based setting actively investigate topics, problems, or questions that interest them. This approach fosters critical thinking, problem-solving, and the ability to independently seek knowledge.. This study identified the influence of inquiry- based learning (IBL) on student engagement using a descriptive-correlational design among 100 randomly selected Grade 10 students of BIHS. Anchored on the five sub-variables of the utilization of inquiry-based learning, namely engagement, explanation, exploration, elaboration, and evaluation, a five-point Likert scale was used in this study together with the 20-item descriptors for the level of students’ engagement. Findings revealed that there were high levels of use of inquiry-based learning in terms of engagement (M= 4.26 ± 0.384) and exploration(M= 4.36 ± 0.362). Further, the levels of utilization of inquiry-based learning in terms of explanation (M= 4.50 = 0.420), elaboration(M= 4.54 ± 0.682) and evaluation (M= 4.58 ± 0.376) are very high. Results also show that inquiry-based learning significantly influence students’ engagement (β = 0.647 with p < .001) which means that an increase on the extent of use of inquiry-based learning leads to an increase of 0.647 in students’ engagement in science. Results provide tangible data in concluding that IBI activities help students to be more involved in their science classes and more interested in learning.
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Keywords: Inquiry-Based Learning (IBL), Students’ engagement, Science education, Influence