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| Inquiry Based Instruction on Student's Enhanced Competencies in Science |
Marifie M. Doctora, Ph.D (Cand.)
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Abstract:
This study examined the effect between the inquiry-based and traditional teaching instruction. A total of 85 respondent students of Grade 8 participated in the study. Forty student in the control group and forty five students in the experimental group. This study is a quasi-experimental pretest and posttest design. Quantitative analysis was used to determine any differences between the pretest and posttest. Based on the findings using the procedures described in this research, the answers to the problems raised in this study were ascertained and summarized as follows: Before conducting the research, pretests results showed that the learners registered the highest mean of 14.47 in inquiry based teaching approach which is slightly higher than traditional teaching approach. Meanwhile, the lowest mean of 13.00 was computed for the pretest for traditional teaching approach. After the experiments, findings revealed that in the posttests, respondents registered the highest mean of 32.20 when they were exposed to inquiry based teaching approach. On the other hand, a computed mean of 22.13 was registered for the traditional method. When the mean scores of the pretests and posttest were compared using the paired samples t-test, results revealed that highly significant differences existed between the performance of the students in the control and experimental group. Moreover, significant differences existed between the performances of the students in Science when they were subjected to Inquiry-based teaching.
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