Ilocos Sur Polytechnic State College: Republic of The Philippines Cervantes Campus Cervantes, Ilocos Sur

Republic of the Philippines
Ilocos Sur Polytechnic State College

Cervantes Campus
Cervantes, Ilocos Sur
Utilization of Inquiry-based Learning Strategy Checklist for Teachers
Teacher
Date
Below are the indicators of inquiry based learning strategies that you are possibly applying. Please put a
check mark on the column that corresponds to your belief as to its degree of agreement. (4-Always, 3-
Most of the Times, 2-Seldom, 1-Never)
1 2 3 4
1. I engage students in order to reveal their current/prior understanding.
2. I give opportunities to allow students to share their understanding.
3. I encourage students to share their understanding with each other.
4. I encourage students to share questions about the topic.
5. I listen to students’ ideas and provides a positive response – one that

respects the students’ ideas even if they are not correct, but expresses
that the discussion itself is important.
6. I engage students in a scientifically oriented question.
7. I connect the students’ understanding/questions with the scientifically

oriented question.
8. I provide students with the opportunity to test their ideas.
9. I ask student questions that help lead students, without giving

answers, toward a better idea of the phenomenon tested.
10. I ask student questions that help reveal their evolving understanding.
Science Technology Engineering Mathematics

Cervantes Campus
11. I demand evidence from students to support their explanations.
12. I allow students to share their ideas about the explanations with
others.
13. I encourage students to connect ideas from prior experience to the

recent classroom explorations.
14. I provide students the opportunity to explain another problem based

on the recent classroom explorations.
15. I provide students a chance to express their new ideas with each
other.
16. I provide time for the students to reflect on what they have learned.
Utilization of Inquiry-based Learning Strategy Checklist for Students

Cervantes Campus
Student
Date
Below are the indicators of inquiry based learning strategies that your teachers are possibly applying.
Please put a check mark on the column that corresponds to your belief as to its degree of agreement. (4-
Always, 3-Most of the Times, 2-Seldom, 1-Never)
1 2 3 4
1. Engages students in order to reveal their current/prior understanding.
2. Gives opportunities to allow students to share their understanding.
3. Encourages students to share their understanding with each other.
4. Encourages students to share questions about the topic.
5. Listens to students’ ideas and provides a positive response – one that

respects the students’ ideas even if they are not correct, but expresses
that the discussion itself is important.
6. Engages students in a scientifically oriented question.
7. Connects the students’ understanding/questions with the scientifically

oriented question.
8. Provide students with the opportunity to test their ideas.
9. Asks student questions that help lead students, without giving

answers, toward a better idea of the phenomenon tested.
10. Asks student questions that help reveal their evolving understanding.

Cervantes Campus
11. Demands evidence from students to support their explanations.
12. Allows students to share their ideas about the explanations with
others.
13. Encourage students to connect ideas from prior experience to the

recent classroom explorations.
14. Provide students the opportunity to explain another problem based

on the recent classroom explorations.
15. Provide students a chance to express their new ideas with each
other.
16. Provides time for the students to reflect on what they have learned.
Letter to the Respondents

Cervantes Campus
Dear Respondents,
We, the grade 12 students under academic strand STEM of ISPSC-Cervantes Campus are currently
conducting a research entitled, “Utilization of Inquiry Based Learning Strategy in ISPSC Cervantes Campus SHS
Department Sy. 2019-2020”, as part of the requirement in the subject research.
In this regard, we may request for your participation and cooperation to answer questionnaires that we will
be floating to gather the necessary data to this study. It is assured that the data provided by you shall be used only to
ascertain the utilization of Inquiry-Based Learning in the school. The data furnished and the identity of the
respondents will be kept confidential.
We hope for your positive response. Thank you and God bless!
Respectfully,
Poyoaon, Rosalie Fernandez, Giezilyn
Ohelen, Perlen Sepulchre, Joyce
Habon, Cecille Bailen, Allen Rey
Reyes, Ginny Rose Andres, Farrah
Reyes, Krizel Anne Saldaen, Karen
March 16, 2020

Cervantes Campus
Dr. Renato Sawey

Campus Administrator
Cervantes Campus, Cervantes, Ilocos Sur
SIR:
Greetings!
We, the grade 12 students under academic strand STEM of ISPSC-Cervantes Campus are currently conducting a
research entitled, “Utilization of Inquiry Based Learning Strategy in ISPSC Cervantes Campus SHS Department SY
2019-2020”, as part of the requirement of our subject, Research Project.
In relation to this, may we have the honor to seek permission from your good office to float questionnaires to your
Senior High School students and teachers to gather information regarding this research. Rest assured that all
information provided will be kept strictly confidential.
Thank you very much in anticipation for the consideration accorded to this request.
Respectfully,
Poyaoan,Rosalie Reyes, Ginny Rose Saldaen, Karen Reyes, Krizel
Ohelen,Pearl Bailen, Allen Rey Fernandez, Giezilyn
Habon,Cecille Andres,Farrah Hame Sepulchre,Joyce
Noted by:
Severo B. Talipo Susana Pe Ed.D. Renato Sawey Ed.D.

Adviser Head of SHS Campus Administrator
OVERVIEW
Cervantes Campus
Education is known as a conscious effort to develop the potential human resources (HR). It is
the only way for humans to be better in improving their resources to compensate for any
developments that are not far behind by advances in technology. Education aims to develop our
human qualities, as an activity that is aware of the purpose, then in practice, it is a continuous
procession in every type and level of education which are all related in an integral educational
system. Generally, education can be regarded as an activity which goes on in a society and its
aims depends on the nature of the society in which it operates; so education is sensitive to time,
place and circumstances. This is because it is constantly changing, adapting itself to new
demands. Quality education is achieved by having good teachers, who are enabled by good
teaching and learning processes, and facilitated by conducive learning environment. True quality
of teachers is of great concern to any investor in education industry. There should be professional
learning of teachers in order to help students learn, have deep mastery of both their subject
matter and pedagogy (Darling-Hammond, 1979). Teaching methods that facilitate active student
learning rather than promote passivity and rote memorization should be recommended for use by
teachers. The approaches for teaching can be broadly classified into teacher centered and student
centered. In a teacher-centered approach to learning, teachers are the main authority figure in this
model. Students are viewed as ‘empty vessel’ whose primary role is to passively receive
information (via lectures and direct instructions) with an end goal of testing and assessment. It is
the primary role of teachers to pass knowledge and information onto their students. In this
model, teaching and assessment are viewed as two separate entities. Student learning is measured
through objectively scored tests and assessments. In Student-Centered Approach to Learning,

Cervantes Campus
while teachers are the authority figure in this model, teachers and students play an equally active
role in the learning process. The teacher’s primary role is to coach and facilitate student learning
and overall comprehension of material. Student learning is measured through both formal and
informal forms of assessment, including group projects, student portfolios, and class
participation. Teaching and assessments are connected; student learning is continuously
measured during teacher instruction. Commonly used teaching methods may include class
participation, demonstration, recitation, memorization, or combinations of these. Inquiry has
been described as a teaching method which combines student-centered, hands-on activities with
discovery (Uno, 1990).
Inquiry based learning is also a student-centered way of learning where students develop
their own questions to examine, engage in self-directed inquiry (diagnosing problems,
formulating hypothesis, identifying variables, collecting data, documenting their work,
interpreting and communicating results), and collaborate with each other (National Research
Council, 2000; de Jong, 2006; Dorier and Maab, 2012; Pedaste et al., 2015). It is an approach to
learning that emphasizes the student’s role in the learning process. Rather than the teacher telling
students what they need to know, students are encouraged to explore the material, ask questions,
and share ideas. IBL uses different approaches to learning, including small-group discussion and
guided learning. Instead of memorizing facts and material, students learn by doing. This allows
them to build knowledge through exploration, experience, and discussion. One of the most
satisfying outcomes of this method of teaching is seeing the “light of knowledge” ignite in a

Cervantes Campus
student’s eyes after he or she figures out the solution to a problem. Inquiry is a way to rejuvenate
a student’s curiosity about the world, and it may help students to become more open, to take
more risks and responsibilities in class, and to be more objective and precise.
According to a certain research entitled “Different countries, different approaches to
teaching and learning?’ by Nicky Dulfer, Amy Mckernan &Kimberley Brindle from Melbourne
University, International Baccalaureate Diploma Programme (IBDP) developed a new
Approaches to Teaching and Learning framework designed to guide and support teacher’s
pedagogical decisions in all of its educational programmes. They identified them as; Based on
inquiry, focused on conceptual understanding, developed in local and global contexts, focused on
effective teamwork and collaborations, differentiated to meet the needs of all learners and
informed by assessment. It has also been stated in their findings that teachers focus on student
choice and efficacy by asking students to write their own learning goals and structure their own
experiments. These problem based learning which is part of inquiry-based learning moved the
role of the teacher from ‘sage on the stage, to ‘guide on the side”. Inquiry-based learning is an
innovative process. It has also become one of the most popular learning methods in the
developed countries such as USA and Canada. Today there is a more of a global society and
students in American schools today will enter extreme competiveness among the talented
graduates for the best careers (Cornish, 2004). There have been reviews of the American
Education pedagogical shifts. Sherman (2009) adhered that a progressive movement in education
is paramount to the potential success of American students in the future. His research outlined

Cervantes Campus
two levels of inquiry based instruction that is distinct in American classrooms in recent times;
differentiation and open education. Ramnarain (2016) examined the factors influencing IBL in
South Africa and highlighted that a lack of professional science knowledge increased teachers’
uncertainty in IBL. For two primary reasons, samples from Finland and South Korea were
investigated to know the factors influencing IBL in the said countries. First, although they had
been proven to be top-tier countries in terms of high science achievement, students in both
countries present low interest in science. Secondly, despite cultural differences in education,
teachers in both countries prefer to practice teacher-centered traditional instruction in teaching
(Lavonen & Laaksonen, 2009; Park, Lee, Oliver, & Cramond, 2006). Thus, implementing
inquiry in education or in teaching is an important matter for the countries, since it is a
recognized facilitator in drawing the attention of students , as well as constituting a student-
centered approach.
In the Philippines, inquiry-based teaching has been promoted and implemented together
with recently instigated curriculum reforms. The K-12 curriculum program strongly advocates
the philosophy of constructivism, multidisciplinary/interdisciplinary approach, contextualized
learning, and inquiry-based approach. Being inquiry based, the teaching-learning process in the
enhanced K-12 curriculum would allow the students to make connections, draw conclusions or
generalizations, explore and work cooperatively, discuss and debate, express knowledge in a
variety of ways, and use multiple intelligences so that they will become engaged and empowered

Cervantes Campus
learners who can take ownership of their own learning (K-12 Toolkit, 2012; K-12 Science
Curriculum guide, 2013).
PROBLEM
Every educator has struggled with the challenge of keeping their students engaged and
interested in their learning material. However, it has been found that teachers do not apply the
inquiry approaches in their classroom as much as expected (Capps and Crawford, 2013).
Capps and Crawford (2013) and Colbrum (2000) bring out lack of understanding and knowledge
of inquiry as a reason for teachers not using Inquiry Based Learning. Because of the role of
teachers in an Inquiry based classroom is unconventional, it is sometimes misunderstood.
Administrators, parents, or even students may not recognize the hard work that goes into
planning and implementing an inquiry-based approach.
Despite the positive findings and benefits if Inquiry based learning in classrooms, ISPSC
is not aware. Teachers and students of ISPSC are not clearly equipped or oriented with the
methods of teaching inquiry based learning. No research has been conducted yet if teachers
utilize inquiry based approached of learning. This prompted the researchers to do so.
IMPORTANCE
This study is deemed significant to the following:
To the student:

Cervantes Campus
This study aims to raise their awareness of inquiry-based learning and their teacher’s
teaching strategies.
To the teachers:
The result of the study serves as an avenue for them to reflect their way of teaching.
To the school:
This study serves as basis that inquiry-based learning is very important and is effective
for adaptation to improve student’s learning progress.
LITERATURE
Crawford (2014, p. 516) reflects the view of many working in the field of inquiry in nothing that
is ‘advocated and expected yet surprisingly rare and enigmatic. There is a wealth of literature
discussing the types of inquiry and the efficacy of particular approach. Literature reviews
identify different dimensions of inquiry-based learning. One dimension is concerned with the
particular types of activities the student engaged with, procedural knowledge (OECD,2017). This
aspects reflects the range of activities such’ as repeating measurements to minimize error and
reduce uncertainty, the control of variables, and standard procedures for representing and
communicating data’ (OECD,2017,p.21). The second dimension of inquiry is concerned with the
level of guidance provided by the teacher (Furtak, et al.,2012; Ronnebeck et al., 2016). They

Cervantes Campus
note that the prevailing views characterize practices as content –process and discovery-inquiry
and argue to a more evidence- explanation to inquiry-based learning and teaching.
Giving the many dimensions associated with characterizing IBL and its purposes, studies
of efficacy face multiple problems. Furtak et al, (2012) developed a framework to categorize the
different aspects of inquiry in a meta-analysis of inquiry-based teaching. They distinguished
between the “cognitive features of the activity and degree of guidance given to student” (p.300)
concluding the epistemic activities had the highest mean effects sizes compared with other forms
of inquiry, namely, procedural, and social. Furthermore, they pointed out “studies involving
teacher-lead activities had mean effect sizes about that .40 larger than those student-lead
conditions” (p.300). These findings support Lazonder and Harmsen’s (2016) meta-analysis, “that
guidance has a significant positive effect on inquiry learning activities, performance success,
learning outcomes”(p.23) and reinforce the views of Kirschner, Sweller, and Clark (2006).
Hattie’s (2009) large-scale meta-analysis demonstrated low impact for Inquiry in general, but
medium to high impact for approaches involving an emphasis on questioning, metacognition and
collaborative and cooperative learning which many would view as key component of IBL
approaches. In a review comparing a different teaching approaches, Kirschner et al.(2006), found
that’ minimally guided instruction is less effective and less efficient that instructional approaches
that place a strong emphasis on guidance of the student learning process’ (p. 75). Analysis of the
PISA 2006 and 2015 data further illustrates some of the issues here as the 15-year old students
reporting the highest levels of Inquiry in their classrooms in the PISA 2006 and 2015

Cervantes Campus
questionnaires also had lower levels of scientific literacy of achievement(McConney et al, 2014;
Jerrim, Oliver, & Sims, 2019.).
This finding highlights the importance of being clearer about the characteristics of IBL
that allow both higher engagement and positive learning outcomes. Minner et al,(2010).
Identified particular aspects of IBL that supported students conceptual understanding. In
particular, the review suggested that conceptual understanding was more likely to be achieved
through use of “teaching strategies that actively engaged students in the learning process through
scientific investigation” (p. 474) with emphasis on the “active thinking and drawing conclusion
from the data” (p. 474).
Teacher’s views perceptions and beliefs are terms used somewhat interchangeably and
we use the term ‘teachers views’ throughout this paper to reflect the more direct interrogation of
their ideas, experiences of enactment and reflection of IBL. Teachers view place a key role on
teaching practices and persistence, acceptability of innovation and potential change (Donnell &
Gettinger, 2015). Teachers articulated conflicting beliefs about inquiry with respect to the aims
of meeting the curriculum and assessment demands., barriers and challenges in using a more
inquiry approach ( Kramer, Nessler, & Shluter, 2015) as well as promoting independent and deep
learning. Interviews and observations of 44 beginning science teachers in the US confirmed that
these teachers and enacted teacher-centered forms of inquiry in their classes, and scope about
“features of scientifically oriented questions and priority to evidence and explanation in their
discussion about inquiry ( Ozel & Luft, 2013, p.312.) Pre-service teachers tend to focus on the

Cervantes Campus
investigative dimensions at the expense of “explanation-construction aspects of inquiry” (Forbes
& Davies,2010, p.822). A gap seems to exist between the procedural (hand-on investigative) and
more cognitive (explanatory) aspects of inquiry. Surveys and interviews with science teachers in
the US show that most teachers do not have “well-structured inquiry knowledge despite
reporting very frequent enactment” (Capps et al.,2016, p.954). It is difficult for teachers, new and
old, to use instructional methods that are abstract in nature and do not have easily defined
answers, such as inquiry-based lessons, but the inclusion of these skills may elevate teacher
competency levels.
Teachers reported that inquiry was “more as a process about which students should learn
and in which students should participate than as a vehicle for learning science content as teachers
reports focus more on the hand-on aspects of inquiry than on the sense-making aspects” (Asay &
Orgill, 2010,p.76; Schwarz et al.,2008). The tendency to include inquiry-based methods has the
overall effect of engaging students in critical thinking and problem solving skills (Hakverdi-Can
& Sonmez, 2012). Inquiry-based instruction might allow students to perform at a higher level.
Special attention must be given when looking at the teaching experience, the process intrinsic to
teaching in general and inquiry instruction specifically, the difficulty encountered when
instructing using inquiry, the improvement of the craft of teaching and the reform movements at
local state, and federal levels. “The Utilization of Inquiry-Based Science Instruction in
Connecticut”(2017).

Cervantes Campus
Sociology Inquiry-Based Learning project helped students to (a) improve their knowledge of
scientific and statistical principles and process, (b) hone their scientific research skill, and (c)
gain respect for sociology specifically and social science more to determine the robustness of
these findings. Improve their scientific knowledge and quantitative skills and shift their attitudes
to (a) get more out of interdisciplinary internship of research team, or (c) get into an
interdisciplinary graduate or professional program.
IBL has been recommended as an effective method to be used in classrooms (Rocard et al.,
2007) with the aim to raise interest in subjects and careers, which is one of the top priotities in
current educational policies across Europe (Kearney, 2016).
OBJECTIVES
This study aims to ascertain the extent of Utilization of inquiry-Based Learning strategy
in ISPSC Cervantes Campus Senior High School Department.
Specifically, this study aims to determine the extent of utilization of Inquiry-based
learning strategy as perceived by the teachers, to determine the extent of utilization of Inquiry-
based learning strategy as perceived by the students, and to determine if there is a significant
difference between the perception of the students and the teacher as to the extent of utilization of
the Inquiry-based learning in ISPSC.

Cervantes Campus
CHAPTER II
Research Design
This chapter presents the research design, sources of data, the research instrument, data gathering
procedure, and statistical treatment that was utilized in the study.
This study utilized the descriptive method of research wherein it can involve collection of
quantitative information that can be tabulated along a continuum in numerical form, such as scores on the
test or the number of times a person chooses to use a certain feature of multimedia program, or it can
describe categories of information such as gender or pattern of interaction when using technology in a
group situation. Besides, it involves gathering data that describe events and then organizes, tabulates,
depicts, and describes the data collection ( Glass and Hopkins, 1984 ).
This study was conducted during the school year 2019-2020. The respondents were randomly
selected from the SHS students and SHS teachers which can be seen from the table.
Table 1. Respondents of the study.
ISPSC TOTAL
STEM TVL SHS

TEACHERS
STEM 11 STEM 12 TVL 11 TVL 12
TOTAL

Cervantes Campus
The tool in gathering data from the respondents is a questionnaire checklist. The questionnaire
checklists consist of the list of indicators of inquiry based learning strategies.
Questionnaires were floated after the request and approval of the principals and director of Ilocos
Sur Polytechnic State College Cervantes Campus, respectively. The subject teacher guided the
researchers to float and collect the questionnaires for 100% retrieval.
The data were tallied, tabulated and analyzed using the frequency count and weighted mean. The
following scale was used to interpret the utilization of inquiry based learning strategies of the senior high
school students of ISPSC Cervantes Campus.
NUMERICAL VALUE STATISTICAL LIMIT DESCRIPTIVE EQUIVALENT
4 3.26-4 Always
3 2.51-3.25 Most of the time
2 1.76-2.50 Seldom
1 1.00-1.75 Never

Ilocos Sur Polytechnic State College: Republic of The Philippines Cervantes Campus Cervantes, Ilocos Sur

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ilocos Sur Polytechnic State College: Republic of The Philippines Cervantes Campus Cervantes, Ilocos Sur

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Ilocos Sur Polytechnic State College

Utilization of Inquiry-based Learning Strategy Checklist for Teachers

1. I engage students in order to reveal their current/prior understanding.

2. I give opportunities to allow students to share their understanding.

3. I encourage students to share their understanding with each other.

4. I encourage students to share questions about the topic.

5. I listen to students’ ideas and provides a positive response – one that

6. I engage students in a scientifically oriented question.

7. I connect the students’ understanding/questions with the scientifically

8. I provide students with the opportunity to test their ideas.

9. I ask student questions that help lead students, without giving

Science Technology Engineering Mathematics

11. I demand evidence from students to support their explanations.

13. I encourage students to connect ideas from prior experience to the

14. I provide students the opportunity to explain another problem based

Utilization of Inquiry-based Learning Strategy Checklist for Students

Science Technology Engineering Mathematics

1. Engages students in order to reveal their current/prior understanding.

2. Gives opportunities to allow students to share their understanding.

3. Encourages students to share their understanding with each other.

4. Encourages students to share questions about the topic.

5. Listens to students’ ideas and provides a positive response – one that

6. Engages students in a scientifically oriented question.

7. Connects the students’ understanding/questions with the scientifically

8. Provide students with the opportunity to test their ideas.

9. Asks student questions that help lead students, without giving

Science Technology Engineering Mathematics

11. Demands evidence from students to support their explanations.

13. Encourage students to connect ideas from prior experience to the

14. Provide students the opportunity to explain another problem based

Letter to the Respondents

Science Technology Engineering Mathematics

Poyoaon, Rosalie Fernandez, Giezilyn

Ohelen, Perlen Sepulchre, Joyce

Habon, Cecille Bailen, Allen Rey

Reyes, Ginny Rose Andres, Farrah

Reyes, Krizel Anne Saldaen, Karen

March 16, 2020

Science Technology Engineering Mathematics

Dr. Renato Sawey

Poyaoan,Rosalie Reyes, Ginny Rose Saldaen, Karen Reyes, Krizel

Ohelen,Pearl Bailen, Allen Rey Fernandez, Giezilyn

Habon,Cecille Andres,Farrah Hame Sepulchre,Joyce

Severo B. Talipo Susana Pe Ed.D. Renato Sawey Ed.D.

through objectively scored tests and assessments. In Student-Centered Approach to Learning,

Science Technology Engineering Mathematics

participation. Teaching and assessments are connected; student learning is continuously

participation, demonstration, recitation, memorization, or combinations of these. Inquiry has

discovery (Uno, 1990).

their own questions to examine, engage in self-directed inquiry (diagnosing problems,

formulating hypothesis, identifying variables, collecting data, documenting their work,

Science Technology Engineering Mathematics

According to a certain research entitled “Different countries, different approaches to

University, International Baccalaureate Diploma Programme (IBDP) developed a new

Science Technology Engineering Mathematics

teachers in both countries prefer to practice teacher-centered traditional instruction in teaching

inquiry in education or in teaching is an important matter for the countries, since it is a

recognized facilitator in drawing the attention of students , as well as constituting a student-

the philosophy of constructivism, multidisciplinary/interdisciplinary approach, contextualized

Science Technology Engineering Mathematics

Curriculum guide, 2013).

teachers in an Inquiry based classroom is unconventional, it is sometimes misunderstood.