Inquiry-Based Learning As A Strategy in Teaching Earth and Life Science Among Grade 11 Learners

E.M. Cabalang¹ , M.N. Cabalang²

Section:Research Paper, Product Type: Journal-Paper
Vol.8 , Issue.1 , pp.1-5, Jan-2022

Online published on Jan 31, 2022

Copyright © E.M. Cabalang, M.N. Cabalang . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
The main concern of this study was to determine the effectiveness of using Inquiry-Based Learning as a strategy in teaching Earth and Life Science among Grade 11 learners. There were two groups consisting of (30) Grade 11 learners in each group. The control group was taught Earth and Life Science using the traditional method and the experimental group was taught using the Inquiry-Based Learning Approach. Frequency, percentage and t-test were used to analyze data at 0.05 level of significance. The results showed that both groups are equivalent on their prior knowledge in Earth and Life Science at the start of the study. T-test results also revealed that both the traditional method and the Inquiry-Based Learning Approach are effective in teaching Earth and Life Science among Grade 11 learners however those learners who were taught using Inquiry-Based Learning Approach obtained a significantly higher mean gain scores. These results led to the conclusion that integrating Inquiry-Based Learning Approach is more efficient and effective method of instruction in teaching Earth and Life Science than using the lecture method alone.

Key-Words / Index Term :
Inquiry-Based Learning, Earth and Life Science, Senior High School Learners, Teaching Strategy

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