Effectiveness of Authentic, Inquiry-Based Learning in the Performance of Grade 8 Students in Science: Basis for Instructional Supervision

AUTHOR(S)

CHRISTINE C. CARTONEROS

ABSTRACT

—— Based on the observation during the teaching-learning process in science, students lack problem-solving, reasoning, and communication skills. Hence, the researcher crafted this study on the integration of authentic inquirybased learning in teaching science because we need to prepare students to be productive citizens who can used critical thinking and communication skills to make informed decisions and these concepts must be mastered by them. The main objective of this study is to evaluate the effectiveness of authentic inquiry-based learning in the performance of Grade 8 students in science. A proposed instructional supervision plan was formulated based on the result of the study to assist and guide instructional leaders and administrators in providing technical assistance to the teachers to make this intervention effective in the implementation. A quasi-experimental research design employing researcher-made science test questions as pre-test and post-test to determine the performance of the students before and after the intervention. Simple percentage and t-test of mean difference were the statistical tools used to interpret the result of the study. The study revealed a significant difference in the performances of Grade 8 students in science before and after the integration of authentic, inquiry-based learning in teaching. The exposure of the students in learning through hands-on activities and experimentation as a way of finding solutions to science problems has motivated them to engage in scientific processes whereby allowing them to do the activities independently while the teacher serves as facilitators. Through these activities, the interests of the students to achieve higher learning outcomes in science are boasted and they learn to work cooperatively. The crux of this intervention to create a culture of learning, respectfully challenging, testing, redefining, and present concepts as something that can be improved on to enhance the learning experience of which authentic, inquiry-based learning has achieved. Thus, the integration of authentic, inquiry-based learning is an effective strategy to improve the performance of the students in science. Keywords — Effectiveness, Authentic Inquiry-Based Learning, Performance, Grade 8 Students, Science, Instructional Supervision