Influence of Inquiry-Based Science Activities On Students' Achievement
Influence of Inquiry-Based Science Activities On Students' Achievement
Influence of Inquiry-Based Science Activities On Students' Achievement
This study was conducted to determine which domains of inquiry-based science activities that
significantly influence the students’ achievement of grade 10 learners. The study employed a
quantitative, non-experimental method employing causal- effect. Mean, Pearson-r, and Regression
Analysis were the statistical tools used to determine the level, relationship, and influence of each
variable. The respondents comprised 332 grade 10 students from the four main secondary schools of
District 1 in the Division of Compostela Valley, Province of Compostela Valley, for the School Year
2018-2019. The findings of the study revealed a high level of inquiry-based science activities in
terms of engagement, exploration, explanation, elaboration, and evaluation. This study also revealed
that the level of students’ achievement was high in terms of cognitive development, laboratory skills,
science process skills and understanding of science knowledge. The correlation between two
variables of the study revealed significant relationship between inquiry-based science activities and
students’ achievement. Lastly, the study revealed that exploration, explanation, elaboration, and
evaluation are the domains of inquiry-based science activities that significantly influence students’
achievement. However, engagement appeared to be non-significant hence the null hypothesis is not
rejected.
Voluntary participations. The Grade 10 students Conflict of Interest (COI). The research has no hint
from the chosen institution were given their own- of irreconcilable circumstance like the
willpower to be involved in the study with no type of divulgence of COI which is a lot of conditions where
result or punishment or loss of advantages. Thusly, proficient judgment concerning essential concern, for
after the reason and the advantages of the examination
Results
Level of Students’ Achievement
The analysis, interpretation and findings of the data Students’ achievement was evaluated on the
gathered from the respondents were presented in this following parameters cognitive development,
section. The data and results of the study were laboratory skills, science process skills and
presented both in tabular and textual forms. They were understanding of science knowledge. Shown in Table 2
interpreted utilizing appropriate statistical tools are the results for the computation on the level of
needed. All inferential results were analyzed and students’ achievement among Grade 10 students from
interpreted at 0.05 level of significance. The topics the four main secondary schools of District 1 in the
deliberated in this research were the level of inquiry- Division of Compostela Valley. Its overall mean is
based science activities of students, level of students’ 3.66 which is described as High. This indicates that the
achievement, significant relationship between levels of
level of students’ achievement is high. Meanwhile
inquiry-based science activities and students’
among the four indicators, both Cognitive development
achievement and regression analysis on the influence
and Understanding of science knowledge had the
of inquiry-based science activities on students’
achievement. highest mean of 3.72 described as High. Next, is
Science process skills with a mean of 3.62 described as
It could be noted that the standard deviation ranged High. The indicator with the lowest mean of 3.59 is
from 0.67-0.81 which is less than 1.0 as the typical laboratory skills which are still described as High.
standard deviation for 5 – point Likert scale (Wittink
& Bayer, 1994). This means that the ratings in the Table 2. Level of Students’ Achievement
accomplished questionnaires were close to the mean,
indicating consistency of responses among the
respondents.
The test of relationship between the major variables Regression Analysis on the Influence of Inquiry-
involved in the study requires the use of Pearson based Science Activities on Students’ Achievement
Product-Moment Correlation Coefficient. The results
of the test of relationship between these two variables Presented in Table 4 is the regression analysis on the
are shown in Table 3. It shows the significance on the influence of inquiry-based science activities on
relationship between the level of inquiry-based science students’ achievement. As seen in the table, the
activities and students’ achievement. Table 3 shows computed F-value ratio is 73.02 with an associated
that all indicators specifically connects inquiry-based overall p-value of 0.001 or significant. This means that
science activities and suitable representation to there is a significant relationship between inquiry-
specific situation illustrates that there is a significant based science activities and students’ achievement.
relationship between inquiry-based science activities The R value is 0.717 indicating that there is a positive
and students’ achievement. relationship between inquiry-based science activities
and students’ achievement. The computed R2 is 0.514
Table 3. Significant Relationship between Levels of indicating that 51.4% of the students’ achievement in
Inquiry-based Science Activities and Students’ science among the Grade 10 students from the four
Achievement secondary schools of District 1 in the Division of
Compostela Valley is explained by engagement,
exploration, explanation, elaboration and evaluation
and the remaining percentage is accountable to other
indicators not included in this study.
legitimately present an idea, procedure or aptitude. Guzman & Bartlett (2012), who stressed out that
logical concept, is normally theoretical as well as
Lastly, the inquiry-based science activities in terms of multifaceted or difficult. On the road of improving
engagement are also much observed by the comprehension of logical information, students should
respondents from their science teachers. This means inspect at the same time control things as one of the
that their science teacher highly prepares series of requirement and causing the undeniably dynamic
questions about the topic they are discussing. This is information to be clearer and progressively concrete
aligned with the findings in the studies of Anderson for students. This is in confirmation also to the
(1997); & Sen & Oskay (2016) that instructors, then findings in the study of Miller (2014) that numerous
again, assume the jobs of an planner, a counselor as students become incapable to actualize logical
well as a manager instead of being the wellspring of information when utilizing normal lecture strategies
right answers in the class. This is also in confirmation and having effectively overlooked what was already
to the findings of the studies of Abdi (2014); Bybee et known to them. Through practical application
al.(2006); Ozturk (2013); Wilder & Shuttleworth approaches, students can witness the results of
(2005); & Sen & Oskay (2016) that during the investigations including numerous factors as well as
engagement stage the instructor or an educational plan observe authentic presentations of the logical
task gets to the students' earlier information and information they have educated. It was found out that
encourages them to become occupied with another authentic presentations promote learners argument,
idea using short exercises that advance interest and because it is simpler for learners to recall diagrams
inspire earlier information. compared to conceptual substance.
fundamentally, dissect data, convey logical thoughts, congruence to the findings to the study of
make sensible contentions, function as a component of Nuangchalerm & Themmasena (2009); & Panjwani
a group, and gain other necessary aptitudes, have been (2015), stating that this inquiry-based technique
built up that light up in what way the practical enhances intellectual development. It is also parallel to
representation of knowing science give advantage to the findings to the study conducted by Sola & Ojo
learners compared to the conventional methodologies. (2007); & Khan & Iqbal (2011), that inquiry-based
There is little number of learners who have a better activities is considered to be an encouraging device for
comprehension of getting to know and apply logical learning science as well as improves learners’
inquiry since learners do not find a workable pace performance at the same time stimulates improvement
advantages of a practical, inquiry-based environment. of logical procedure abilities.
Significant Relationship between Levels of Inquiry- This is also in consonance to the findings to study
based Science Activities and St udents’ conducted by Ergul et. al (2011) with elementary
Achievement students about how inquiry- based science learning
change students learning process abilities along with
The present study revealed a high positive significant the approaches to science then had arrived at the
relationship between inquiry-based science activities resolution that inquiry-based learning fundamentally
and students’ achievement in science. This implies that influenced with respect to their learning abilities as
inquiry-based science activities have a positive well as towards science approaches.
association or relationship to students’ achievement
which can be seen on the data. The computed r-value Additionally, this is also in parallel to the findings to
indicates the strength of the relationship between the the study of Minner, Levy & Century (2010) stating
independent variable and the dependent variable that inquiry-based learning as a way to deal with
and there is a positive correlation between variables. knowledge can develop the learners’ conceptual
understanding as well as impact their disposition
The result of the study conformed to the proposition of affirmatively to science in colleges, universities and
Gibson & Chase (2002); & Panjwani (2015) stating secondary schools. This is in confirmation also to the
that inquiry-based science activities and exercises have findings to the study conducted by Blyth (2010) who
affirmative influences on learners’ achievement and expresses that “comprehending logical concepts is
entirely in the learners accomplishments and altogether upgraded once thoughts remain secured
performances in science in relation to their cognitive towards inquest encounters” as stated in a position
development, laboratory skills, science process skills, articulation about logical inquiry by the National
as well as understanding of science knowledge. Science Teachers Association. It is also additionally
prescribed by the association that all educators must
In addition, it also confirmed the findings to the study formulate method of teaching and learning to be the
of Gibson & Chase (2002); & Miller (2014) that it has focal point of their teachings.
been discovered that learners utilizing an inquiry-
based method got an advanced mark with respect to The result of this study is also in congruence to the
institutionalized assessment, develop their logical findings from the study of Sen & Oskay (2016) who
process abilities, and have increasingly uplifting revealed that inquiry-based learning is a technique for
dispositions to science. It is also supported by the teaching and acquiring knowledge as well as skills
research conducted by Nuangchalerm & Themmasena which is considered to be helpful in learners’ training
(2009); & Panjwani (2015) that inquiry-based science in acquiring knowledge and skills as well as in
activities as well as exercises stimulate intellectual at creating higher-stage intelligence aptitude which also
the same time logical understanding, as well as depends on constructivist concept. Learners experience
training fulfillment of the learners. This is also in the following procedures like performing laboratory
consonance to the study of Mysliwiec (2005); Shields activities and experiments as well as doing
(2006); & Blyth (2010) that inquiry-based learning put observations, gathering proof, doing predictions,
together learning works with respect to the necessary making credible justification and analyzing the results
scientific educational program at the same time hoists by utilizing the methods researchers use in logical or
the intellectual improvement of the learners to the scientific investigation through this strategy This is
most elevated stages of Bloom's Classification. also in parallel to the findings to the study of Blyth
(2010), who revealed that the main objective of
Consequently, the objective of this learning method is instructors is to improved student accomplishment at
the intellectual improvement of the learners. This is in the same their performance. To perform to
the best expectations conceivable is the desire of most education. This learning method guarantees that
educators, school administrators, as well as the learners have the chance to explore at the same time
guardians from their learners. In light of this objective, investigate; to be dynamic in classes, as well as they
searching for new training strategies as well as finding arrive at information through dialogue setting as well
better approaches for instruction is significant and as by persistently inquisitive. This is also parallel to
important. Educators are answerable for not only the studies of Bybee et al. (200 6);Ozturk
teaching their students to present data, yet students (2013);Wilder & Shuttleworth (2005); Sen & Oskay
should likewise have the option to apply ideas, decide (2016) that the five levels making up this method are:
consistent ends as well as comprehend the idea of engagement, exploration, explanation, elaboration as
science. well as evaluation. This confirms also to the study of
Lister, (2015) that the 5E Instructional method is
Regression Analysis on the Influence of Inquiry- founded in the constructivism’ practices at the same
based Science Act iv it ies on St udents’ time it is investigative in nature which is most
Achievement appropriate towards a component of research as
opposed to the individualized lecture session and
The regression coefficient is to test the significant lesson. Data shows that exploration, explanation,
influence of inquiry-based science activities on elaboration and evaluation with a p-value lower than
students’ achievement among Grade 10 students from 0.05 or significant which means that the null
the four main secondary schools of District 1 in the hypothesis is rejected or not accepted. However,
Division of Compostela Valley. The data revealed that engagement appeared to be non-significant mainly
the influence of inquiry-based science activities on because of the greater p-value, hence the null
students’ achievement was significant. This means hypothesis is not rejected. Moreover, the result of this
that inquiry-based science activities significantly regression analysis has an association to the responses
influenced students’ achievement and is also of the respondents to each item under the indicator
influenced by other factors not included in the study. engagement, especially in item number 4 which states
The overall results of inquiry-based science activities that their teacher in science gives hands-on laboratory
influenced students’ achievement in public secondary activity before the start of the topic discussion which
schools. Therefore, the null hypothesis in this study is only got a mean of 2.78 and a standard deviation of
rejected. On the other hand, the results of the study 1.33 with the descriptive equivalent of average. The
points out the essence of inquiry-based science result could be attributed to the fact that most of the
activities to students’ achievement which contribute to secondary public schools lack laboratory apparatuses
the present pool of literature since the past researchers and materials to be used in the laboratory activities.
focuses only to the general academic achievement of Additionally, some of the teachers who are teaching
the learner . science are not science major and have not undergone
further trainings and seminars.
As stated in the previous section of this study, the
result of computation on the significance of the
Conclusion
relationship conformed to the theories espoused in the
study. It could be repeatedly mentioned in this section
that the significant influence of independent variable Based on the outcomes of the research, inquiry-based
on the dependent variable accentuates the veracity of science activities influence students’ achievement of
the theories and propositions of Gibson & Chase the students. The findings revealed that the inquiry-
(2002);& Panjwani (2015) stating that inquiry-based based science activities in terms of engagement,
science activities and exercises have affirmative exploration, explanation, elaboration and evaluation
influences on learners’ achievement and entirely in are high which means that it is much observed by the
the learners accomplishments and performances in respondents from their science teachers. In addition,
science in relation to their intellectual development, the students’ achievement in terms of cognitive
laboratory abilities, logical methodical aptitudes, as development, laboratory skills, science process skills
well as science knowledge comprehension. and understanding of science knowledge is also high
which means it is much practiced by the students.
Moreover, this is in consonance to the findings to the
studies conducted by GunduzBahadir (2012); & Sen & Moreover, it was found out that there is a high
Oskay (2016), who indicated that The 5E Method is affirmative significant relationship between inquiry-
one of the methods that are utilized in actualizing based science activities and students’ achievement.
inquiry-based teaching and learning in science Inquiry-based science activities significantly
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