Jessa Mae Paez Buendia, Miraleachona Reforsado Arciaga, Jenny B. Cortez, and John Michael M. Dela Cruz (Authors)
Abstract
Development of progressive instructional approaches is one of the demands in the changing educational landscape. As such, inquiry-based learning becomes one of its concrete instructional product. This study described and examined the effectiveness of inquiry-based learning in science education based on the perceptions of Junior High School learners among the selected schools in the Philippines. It was participated by 200 respondents. The study also employed descriptive correlational design. Findings revealed that inquiry-based learning as an instructional approach in science education was perceived as highly effective in terms of knowledge construction and also perceived by the learners as effective in terms of active learning and contextual learning. The perceptions of learners in the effectiveness of inquiry-based learning showed that the use and implementation of learner-centered approach was significant element to establish retentive and meaningful teaching and learning experiences under science instruction. Meanwhile, the study also concluded that there was a weak positive correlation between general weighted average and knowledge construction. Also, the study found out that general weighted average has a significant higher correlation with contextual learning.
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Keywords: science, inquiry-based learning, teachers, knowledge construction, active learning, general weighted average