Instructional Skills in Inquiry-Based Learning in Science

AUTHOR(S)

ARIEL T. DOTON NARCISO D. RABARA, PhD

ABSTRACT

— This study is concerned with the level of instructional skills in inquiry-based learning in Science in Public Elementary Schools in San Manuel District, Pangasinan Division II for SY 2024 -2025. Specifically, this study determined the level of instructional skills in inquiry-based learning in Science. (1) It looked into the profile of the respondents in terms of age, sex, civil status, highest educational attainment, number of years teaching, and number of relevant training and seminars attended. (2) the level of instructional skills in inquiry-based learning in Science, (3) the significant difference in the level of instructional skills in inquiry-based learning in Science across the profile variable. (4) the significant relationships between the teacher’s level of instructional skills in inquiry-based learning in Science and the profile variables. Statistical measures were used for data analysis and interpretations to address the problems raised in this study. These are the frequency counts (f) and percentage (%), the average weighted means (AWM), Analysis of Variance (ANOVA) Pearson Product Moment of Coefficient Correlation were used. This study examined public elementary school teachers’ use of inquiry-based learning. The teachers are primarily female, married, and hold Master’s degrees, with a significant portion having extensive teaching experience. They frequently use inquiry-based learning to foster critical thinking and scientific literacy. The usage does not change based on teacher demographics, but higher educational attainment correlates with better inquiry skills. This study found that experienced, mostly female public elementary school teachers with Master’s degrees effectively use inquiry-based learning to enhance critical thinking, scientific literacy, and collaboration, with support from both teachers and administrators. While demographic factors did not significantly impact implementation, teachers’ higher education levels correlated positively with their science inquiry skills. This study suggests improving science education through several strategies: offering accessible and relevant professional development, continuing and expanding inquiry-based learning, providing universal professional development for inquiry-based learning, and prioritizing professional development that supports teachers in higher education. Keywords — inquiry-based learning, elementary science instruction, instructional skills in inquiry-based learning