Title: The Use of Inquiry-Based Learning Modules in Improving Critical Thinking, Creativity, Collaboration, and Communication
Authors: John L. Luyao, Minie L. Bulay, PhD
Volume: 9
Issue: 11
Pages: 160-163
Publication Date: 2025/11/28
Abstract:
This study investigated whether significant differences existed between pretest and posttest scores when using Inquiry-Based Learning (IBL) modules to enhance the holistic competence of multigrade learners. A descriptive-evaluative research design was employed to systematically capture both the learning process and its impact on learners' 21st-century skills. The descriptive aspect involved pre-assessment of the 4Cs, followed by the structured implementation of IBL modules, while the evaluative component measured the effectiveness of these modules. A researcher-made 25-item test questionnaire served as the primary instrument, validated by education experts and tested for reliability using Cronbach's Alpha. Data gathering procedures included formal approval, informed consent, and systematic administration of the instrument. Learners' responses were scored using a descriptive rating scale, and data were analyzed using a weighted mean and a paired samples t-test. Findings revealed significant improvements across all four Cs after exposure to IBL modules, with all p-values less than 0.01. Critical thinking improved as learners asked questions, evaluated sources, and justified their answers. Creativity showed marked gains as learners designed projects and experimented with open-ended tasks. Collaboration was strengthened through group activities that required role-sharing and respect for diverse perspectives, while communication was advanced through oral presentations, peer discussions, and the reporting of inquiry findings. Overall, the pretest and posttest scores differed significantly (t = 6.020; p = .000), confirming that the integration of IBL modules effectively enhanced learners' holistic competence in the 4Cs. These results validated the effectiveness of IBL as a pedagogical approach for fostering essential 21st-century skills in multigrade contexts