EXPLORING THE EFFECTIVENESS OF INQUIRY-BASED LEARNING ON

CHEMISTRY OF GRADE 11 STEM STUDENTS AT TANAUAN INSTITUTE:

BASIS FOR ACTION PLAN

A Research Paper Presented to the

Faculty of Tanauan Institute, Inc,

Senior High School

In Partial Fulfillment
Of the Requirements for the Subject

Practical Research 1

By:

Almelor, Aleah R.
Bernas, Kate M.

Laysa, Erika J.
Legisma, James M.
Manguiat, Angel D.

Rañola, Josh O.
Resurreccion, Miguel G.

Salisi, Alexander L.
Tolling, Ruffa Mae A.

May 2024
 Chapter 1

THE PROBLEM AND IT’S BACKGROUND

Introduction

Inquiry-based learning (IBL) has shown significant effects on Chemistry among

Grade 11 STEM students. By engaging students in active learning and critical thinking,

IBL fosters a deeper understanding of scientific concepts and encourages students to

become independent learners. One of the effects of IBL is the improvement in students'

problem-solving skills. Through inquiry-based activities, students are encouraged to

investigate and solve real-world problems, which helps them develop analytical thinking

problem-solving abilities.

Inquiry based learning is defined as learning by asking questions, and by research,

and as the process of learning by analyzing the knowledge and transforming the data into

useful knowledge. Inquiry based learning help students to learn the develop inquiry skills

(Suárez et al., 2018). The foundation of inquiry-based learning help students develop their

questioning skills, leading to a self-driven method of intrinsic motivation. Developing

these skills and motivation support students of all backgrounds, as it allows them to utilize

their experiences and learning styles in their education.

According to Sutrisno et al. (2020) stated that learning of chemistry in any level of

education should be in accordance with the characteristics of chemistry, namely as a

science based on investigation or inquiry. Therefore, learning chemistry should be done by

inquiry. Many learning of chemistry has been developed by inquiry, especially guided

inquiry.
 In the end, the objective of this study to determine the perceived effects of inquiry-

based learning on of grade 11 STEM students in Tanauan Institute. Investigate the effects

of inquiry-based learning. It may focus to assess the effects of inquiry-based learning on

the chemistry understanding of Grade 11 STEM students at Tanauan Institute, how this

approach enhances their comprehension, enhanced, share their ideas, and overall learning

outcomes. This promotes effects chemistry active communication, both orally and writing.

This effect is to letting students know the importance to understanding of inquiry-based

learning for the future in other subjects.

Statement of the Problem

The main purpose of this research is to understand the effectiveness of inquiry-

based learning on chemistry of Grade 11 STEM students of Tanauan Institute’s Chemistry

Subject. Particularly, the study aims to answer the following statements:

1.To explore what factors that limit students to create inquiries

2. To identify the role of IBL in improving the academic performance of the students in

chemistry in terms of:

2.1 Participation

2.2 Grades

2.3 Behavior

3. To determine what inquiry-based learning does to improve students’ grade in chemistry

4. To identify how students see the effects of the limited use of inquiries on chemistry
5.To assess how students perceive the use of inquiry-based learning on the subject of

chemistry.

6. To create a handbook consisting of ways on how to properly make the most effective

inquiries in learning the chemistry subject.

Hypothesis

H1: In a way the students fear, losing confidence, and lack of understanding. Some of

students they get upset thinking about others looking at them or being the center of

attention.

H2: The role of IBL will have a big part to improve the students’ academic performances

that will make the students actively enhance their understanding and higher thinking in

chemistry subject.

H3: The students’ grade in chemistry will improve through experiment activities.

H4: By the students’ perspectives in chemistry. Conducting surveys, interviews, or

classroom discussions methods to better engage and support student learning.

H5: Students will view it as the key to learning chemistry effectively.

H6: The ways in the handbook will help and guide students in order to not only be

confident when making inquiries in chemistry ,but also make the correct inquiries to better

improve their understanding in the topics of chemistry.

Significance of the Study

The study would be beneficial to the following:

Students. This study will help students to enhance understanding and higher thinking in

chemistry due to active engagement with Inquiry-based methods. Students get do

interesting experiments that learn in chemistry and relate in their everyday life.

Chemistry Teachers. By putting or guiding into action, teachers can show the practical

significance of the chemistry on how to motivate students and develops higher mental skills

which improve their achievement and attitudes towards chemistry subjects.

Researchers. The researchers can also benefit in this study as they are also students.

Understanding Inquiry base learning will help them to improve and enhance their learning

ability.

For future researchers. This study may serve as a reference or guide for the future

researchers who would plan to make any relevant or similar study. This will help them to

expand their studies in relation to inquiry base learning.

School administrators. School administrators can use the findings from the study to

develop policies that support the integration of inquiry-based learning into the school

curriculum and instructional practices. They can reserve resources and provide professional

development opportunities to help the students of Grade 11 stem students at Tanauan

Institute.

Parents. This study will make them realize how the teachers in particular school help in

the total development of their children.

Scope and Delimitation

 This research will be conducted at Tanauan Institute. It will involve selected

students, making and teaching chemistry using inquiry-based methods, how well inquiry-

based learning work for grade 11 STEM studying chemistry Subject and testing how much

the grade 11 STEM students have learned by using Inquiry based learning on chemistry

subjects. Through interviews, and analysis of student work, this study want to know how

inquiry-based learning improve students’ engagement, critical thinking abilities, and

conceptual knowledge in chemistry.

The researchers will conduct a survey on chosen Grade 11 STEM students from

Tanauan Institute within the academic year. And this research will not be able to taken or

compared to other schools because the scope of the study will be too large and will not be

in the researchers ability. The limitation of the study is the maximum number of students

that will be surveyed, this was to prevent loss of accuracy and attention of students. In

addition, the survey will only cover their chemistry and Inquiry-Based learning experiences

and chemistry only. All other discipline or aspect of education will be excluded.

Definition of Terms

Action Plan. Action Plan a detailed set of instructions to follow in order to solve a problem

or achieve something (Cambridge Dictionary, 2024) .In this study the word action plan was

used to make or implement solutions to encourage students to use inquiry-based learning

(IBL).

Chemistry. Chemistry a science that deals with the composition, structure, and properties

of substances and with the transformations that they undergo (Britannica, 2024). In this

study chemistry plays a big role as this is one of the main topics of the research.
Critical Thinking. Critical thinking is a kind of thinking in which individuals’ question,

analyze, interpret, evaluate, and make a judgement about what they read, hear, say, or write.

The term critical comes from the Greek word kritikos meaning “able to judge or discern”

(MONASH University, n.d.). In this study it is the researchers object to observe on

students.

Disseminating. To spread or give out something, especially news, information, ideas, etc.,

to a lot of people (Cambridge Dictionary, n.d.). In this paper it was used to spread scientific

knowledge and information.

Inquiry-Based Learning. Inquiry-Based learning process that engages students by

making real-world connections through exploration and high-level questioning. It is an

approach to learning that encourages students to engage in problem-solving and

experiential learning (SANTA ANA COLLEGE,n.d.). In this paper, the goal of IBL is to

encourage students to ask questions, analyze data, and draw conclusions.

Intrinsic motivations. Is defined as the doing of an activity for its inherent satisfaction

rather than for some separable consequence. When intrinsically motivated, a person is

moved to act for the fun or challenge entailed rather than because of external products,

pressures, or rewards (frontiers, 2000). In this study the word Intrinsic motivation is

defined as the students have an intrinsic want to learn new concepts and feedback from

their teachers

Problem Solving. Problem Solving is the act of defining a problem; determining the cause

of the problem; identifying, prioritizing, and selecting alternatives for a solution; and

implementing a solution (American Society for Quality’s ,n.d.) .In this study it was used to
test the student’s ideas to identify problems and generate hypotheses through hands-on

experiments and investigations.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

 In this chapter, the research investigated features of the major issue, its present

status, and its faction by utilizing relevant resources and students, mostly from books,

journals, the internet, and other studies. The information received aided the researchers in

developing the framework and methods for this study. The review focuses on the

characteristics and additional perceptions of the effectiveness of Inquiry-based Learning

on chemistry subject of grade 11 students. This chapter contains the study’s conceptual

framework as well as the research paragon.

Conceptual Literature

Inquiry-based learning is an instructional practice where students are at the center

of the learning experience and take ownership of their own learning by posing,

investigating, and answering questions (Caswell & LaBrie, 2017). It is also considered a

form of self-directed learning where students take responsibility for their learning. Inquiry-

based learning is an unorthodox method of learning which incorporates active participation

of students by involving them in posing questions and bringing real-life experiences to

them. The basis of this method is to channelize the thought process of the students through

queries and help them in ‘how to think” instead of “what to think” (Kidman, 2019). Inquiry

based learning is a learning process that engages students by making real-word connection

through exploration and high-level questioning. It is an approach to learning that

encourages students to engage in problem-solving and experimental learning. There is so

much happening in our world that is worth our learners discovering and experiencing.

Inquiry-based learning engages students in the process of scientific discovery and

can make science relevant towards their real-word concerns (Darling-Hammond et al,

2020). However, in most science classrooms, teachers still use traditional learning (TL), or
direct methods of instruction on scientific terminology and other types of discrete

knowledge students need to master for standardized testing, in previous years, within

science education and testing, students’ knowledge recall and retention became vital and

was necessary to be taught. However, in today’s science education and testing system, the

application of scientific knowledge is more important and significant.

Inquiry learning is known under many names in the education context such as

project-based learning experiential learning. Its main aim is for students to make meaning

about what they are learning about or how the concepts they learn in class prepare them for

the challenges of the real world (Kidman, 2019). Its theory is built upon the work of many

influential theorists such as Piaget, Vygotsky and John Dewey, the latter whose notion of

students constructing their own learning has dictated much of the research (Herman &

Pinard, 2015). Inquiry learning is naturally attractive to modern day teaching as it removes

an emphasis on learning facts (as proponents argue is less important with the advent of

computers and smartphones) and replaces this with an emphasis on skills needed for the

modern workplace such as collaboration and critical thinking.

Proponents of Inquiry learning point to its effect on student motivation for learning

(Birkle et al., 2017). When the learning is placed in context to the real world, students have

an intrinsic want to learn new concepts and feedback from their teachers provides an

external source of encouragement along the way. Furthermore, best practice inquiry

learning see’s the teacher take on different roles – from explicit teaching to support the

student with foundational skills until the student is able to take full control of their learning

later on in an inquiry (Kidman & Casinader, 2017).However, while the last two decades

has seen a strong research agenda around inquiry learning there has been some dissenting
research coming to the fore in recent years. Educational psychologist John Sweller (2021)

from the university of New South Wales argues there are two problems with inquiry

learning – its theoretical justification does not match how the human brain develops, and

empirical justifications (such as randomized controlled trials and correlational studies on

international tests) shows it has low efficacy as a teaching strategy.

According to Guido (2017), inquiry from both a student and a teacher’s point of

view. He explains that from a student’s perspective, IBL focuses on Investigating an open

question or problem, while from a teacher’s perspective, inquiry-based Teaching focuses

on moving students beyond basic curiosity into the realms of critical thinking and

understanding instruction.

A research Study by Gu et al. (2015) has found that students involved in inquiry-

based practices have reported higher levels of academic self-efficacy, resolved conflicts at

a higher rate, been less afraid to take risks, and more likely to continue trying different

ways to be successful when they failed.

Based on John Dewey’s philosophy that education begins with the curiosity of the

learner, Inquiry in the classroom places the responsibility for learning on the students and

encourages them to arrive at an understanding of concepts by themselves.

In Science, inquiry-based learning involves the process of having students develop

a question around a problem, formulate hypothesis, design and carry out investigations,

collect and analyze data, communicate findings, and draw conclusions. A common model

used for inquiry-based learning in science classrooms is the 5E model, where the
aforementioned processes are based on a cycle of five phases: Engage, Explore, Explain,

Elaborate, and Evaluate. Through each of these five phases, the teachers have an

opportunity to gauge prior knowledge and identify misconceptions, provide opportunities

for students to gain inquiry-based experiences to nurture student understanding, include

teacher-directed instruction on the topic, enable students to apply the new understanding

of concepts while reinforcing new skills, and to finally assess student understanding and

progress toward achieving the educational objectives using formative and summative

assessments. Inquiry-based instruction has shown to “improve learners ‘understanding of

concepts and scientific inquiry and cultivate their scientific attitude throughout the process

(Kudo, Tuan, Chin, 2019).” It has also shown to enhance student’s motivation towards

learning science especially in secondary schools (Lee,Byeon, & Kwon, 2013).

As per North Central College (2021), Chemistry is defined as a broad discipline

that includes math, research, and other aspects. Although chemistry has a theoretical

component, students will get the majority of their knowledge through hands-on practice.

That is why it is critical to study chemistry at school with a strong professor, a broad

curriculum, and adequate facilities.

It is evident from the literature review that there is no comprehensive study of the

effects of inquiry-based learning on learning outcomes. To fill this gap, this study will

analyze a number of meta-analyses and synthesize their findings. This study aims to

synthesize the results of meta-analyses of the effect of inquiry-based learning on learning

outcomes.
Foreign Literature

Christine Nzomo et al. (2023) stated that inquiry-based learning (IBL) influences

educational outcomes such as test scores, students’ attitudes, and self-efficacy. Self-

efficacy is a significant predictor of the academic performance of students and therefore it

is an important construct for measuring attainment of learning objectives. This paper

discusses how inquiry-based learning in Chemistry practical lessons enhances students’

self-efficacy in Chemistry.

According to Orosz et al. (2023), guided inquiry-based learning has been shown to

be a promising method for science education; however, despite its advantages it is rarely

used in chemistry teaching in Hungary. One of the reasons for this is the lack of tried-and-

tested inquiry-based teaching materials with detailed guides that teachers can readily use

in their classrooms. New teaching materials were designed to foster scientific reasoning

and scientific process skills in chemistry education in Hungary.

Inquiry-based learning is a learning-and-teaching approach that allows students to

gather and build knowledge of scientific facts by asking questions. To gain an

understanding of the impact of such an instruction, this study examines the effectiveness

of Video Inquiry-based Cooperative Learning (VICL) and Video Inquiry-based Learning

(VIL) on students’ performance and motivation in learning physics, particularly the

“Forces and Angles” topic (Rabu and Nazleen,2023).

According to J Arantika et al. (2019), guided inquiry-based science learning,

students engage in many of the activities and thought processes that scientists use to

generate new knowledge. This inquiry approach can be implemented effectively with the
use of chemistry modules for investigation in which students learn to understand the

content of the subject.

According to Srisawasdi and Panjaburee (2019), many studies have used the

potential of computer games to promote students’ attitudes toward learning and increase

their learning performance. A few studies have transformed scientific content into

computer games or developed games with scientific content. In this paper, the researchers

employed students’ common misconceptions of chemistry regarding the properties of

liquid to develop a computer game. Daily life situations and everyday phenomena related

to the chemical understanding of the properties of liquid were also taken into account.

Afterward, the researchers applied a process-oriented, inquiry-based active learning

approach to implement the game in a Thai high school chemistry course.

According to Hofer, et al. (2018), inquiry-based learning (IBL) has been a

component of various curricula and standards for more than ten years and its

implementation has been supported by several funding programs, it is still applied only

rarely. The reasons for this are not only frequently mentioned obstacles, but also the

teachers’ beliefs regarding IBL. In the Austrian curriculum for chemistry, the three aims

“learning about inquiry”, “learning to inquire” and “constructing learner’s scientific

knowledge” are included through the integrated competency model as well as the specified

didactical principles.

According to Kwitonda et al. (2021), chemistry concepts to be well learned by

students, there might be a conducive learning environment and this is due to the approach

employed by educators. Inquiry-based experiment design as an innovative teaching and

learning tool that enhances chemistry instruction. Literature review revealed that effective
implementation of inquiry-based experiment design enhances the teaching and learning of

chemistry concepts. It is also recommended that chemistry educators could be trained on

the professional use of the approach for the good classroom implication and students’

understanding of the concepts learned. Further studies should focus on the use of inquiry-

based experiment design in the teaching and learning chemistry concepts.

E.V Aulia et al. (2018) stated that guided inquiry-based learning material is

effective to improve students’ science literacy skills on solubility and, solubility product

concepts by getting N-gain score with medium and high category. This improvement

caused by the developed learning material such as lesson plan, student worksheet, and

science literacy skill tests were categorized as valid and very valid. In addition, each of the

learning phases in lesson plan has been well implemented. Therefore, it can be concluded

that the guided inquiry-based learning material are effective to improve students’ science

literacy skills on solubility and solubility product concepts in senior high school.

According to Sulistiyo M.A.S and Wijaya A. (2020), inquiry-Based Learning (IBL)

is the learning model that focus on students’ activities in class so students can construct

their own basic concept knowledge. The principles of IBL include orientation of learning,

class interaction, questioning, and openness. The essence of IBL is its process in inquiring

and getting new knowledge also added that questioning and investigating are the main

points in IBL. This is supported by the statement from stating that the thing that IBL

emphasizes is how students developed their own questions. Through the questioning

activities, IBL is believed could deepen students’ comprehension in learning and improve

the skills of analysing and solving complex problems.

 According to Masterson et al. (2021), inquiry-based approach is a teaching strategy

that facilitates students learning scientific concepts and about the nature of chemistry

through experimental research, allowing them to participate in chemistry classes as

researchers. Chemistry learning in Brazil is based on the traditional teaching approach, and

little consideration is given to the way the inquiry-based approach can be used to meet

students’ individual psychological needs. Possible to implement inquiry activities in the

reality of Brazilian public schools and that these activities increase the intrinsic motivation

of students promoting interest, effort, recognition of the importance of the activity, and a

low sense of pressure and tension. Several contributions in chemistry teaching, in terms of

methodological proposals, have been disseminated as alternatives to the traditional

methods of teaching employed in schools.

According to Lembens (2018), inquiry-based learning (IBL) has been a component

of the Austrian curricula for chemistry for several years, it is implemented only rarely in

schools. Even after attending a workshop-series regarding IBL teachers stated to not feel

confident to implement IBL in their own classes. The professional development

programmed presented in this article aims to support teachers in gaining both experience

and expertise in planning, applying and reflecting IBL in the framework of a Lesson Study.

In collaboration with three chemistry teachers, a case study was conducted to identify

useful structural elements as well as scaffolding strategies when implementing IBL in

secondary chemistry classes. In addition, it is investigated In how far the professional

development programmed influences the teachers’ concept of IBL, their professional

knowledge and skills, as well as their attitude towards IBL.

 Alkan (2019) stated that lab study is accepted as a fundamental and helpful part of

science education, many studies have shown that lab education has not properly reached

its objective. The primary reliance on verification-type lab activities may be one reason

why lab education has failed to provide expected learning outcomes. Many believe that lab

education should move away from traditional verification-type applications toward helping

students to embrace the importance of experimentation in learning and to understand the

role of self-management in the learning process.

According to Sutrisno et al. (2020), learning of Chemistry in any level of education

should be in accordance with the characteristics of chemistry, namely as a science based

on investigation or inquiry. Therefore, learning chemistry should be done by inquiry. Many

learning chemistry have been developed by inquiry, especially guided inquiry. One of the

guided inquiry-based chemistry learning strategy innovations is the OE3R (Orientation-

Exploration-Explanation-Elaboration-Reflection) Strategy, for learning Molecular Shape

in High School.

According to Folasade & Duro (2018), the effect of inquiry-based learning

strategies has been Study widely: Investigate Discuss (ID), Predict-Discuss-Investigate-

Discuss (PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at

macroscopic, microscopic and symbolic levels in chemical kinetics and equilibrium.. The

validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three

levels of conceptual knowledge was the major instrument for the study. There were

operational guides for the learning strategies which comprised eight practical activities that

had same contents but different procedural steps in their implementations. The mean,
simple percentage and bar chat were used in analyzing students responses to pre-test and

post-test of CKT.

According to Abels (2015), in science education inquiry-based learning is, among

others, recommended to deal with the diversity of students in a classroom. However,

teachers struggle with the implementation of inquiry-based science education and view

heterogeneity rather as a burden than an asset. Case study, the focus lies upon inquiry-based

learning environments with different levels of openness and structuring and how they can

be orchestrated to deal with diverse learning needs of all students in one classroom.

According to Gao and Lloyd (2020), the effectiveness of inquiry-based learning in

chemistry education, few have tracked undergraduate performance throughout the college

chemistry curricula. Instructional model of conceptual learning and inquiry-based practices

(CLIP) and assess students’ transformation of knowledge about precision and accuracy in

the laboratory components of Introductory Chemistry, Analytical Chemistry, Instrumental

Analysis, and Physical Chemistry. Student performance in written laboratory reports

reveals that repetition of concepts and specific feedback from instructors are essential in

constructing knowledge about precision and accuracy.

Inquiry-Based Learning was developed to improve students’ multiple higher-order

thinking skills (M-HOTS), such as thinking critically, analytically, creatively, and

practically. The thinking skills and the mastery of organic chemistry concepts of the

experiment group increased significantly and gain practical thinking skills aspect for

critical, analytical, and creative thinking, as well as for mastery of organic chemistry

concepts were high categories (Mitarlis et al., 2020)

 According to Juniar et al. (2021), students’ scientific process skill in analytical

chemistry courses is difficult to be satisfied the content is loaded with calculation and

applicative discovery. Guided inquiry-based learning with creative thinking ability towards

students’ scientific process skill in analytical chemistry. For statistical analysis of variance

was used and resulted students’ scientific process skill which taught by using guided

inquiry-based learning is better than conventional class, especially for upper group of

creative thinking.

Chemistry education has found that students have commonly some difficulties in

understanding chemical changes. These difficulties in the learning process have negatively

affected students’ success. For this reason, it is very important to overcome students’

learning difficulties with new materials that prevent the occurrence of misconceptions and

effective learning methods (Ayyıldız et al. 2022).

According to Rugano et al. (2023), students’ attitudes towards science subjects and

especially chemistry have been attributed to the use of inquiry-based learning (IBL). The

students’ attitudes are important predictors of academic achievement. The consistently poor

performance in chemistry among students has been an issue of concern. Chemistry is

closely linked to academic achievement, and it predicts behaviors. Besides, attitudes are

important factors that affect students’ learning and achievement. Since attitudes influence

academic achievement, students with positive attitudes are likely to perform better in

chemistry. However, even though attitudes predict performance, dismal performance in

chemistry. In general, inquiry-based learning is a teaching and learning technique where

students are actively involved in the learning process and the teacher facilitates the learning

process. The most important qualities of IBL are learner-centered activities, there is solving
problems, discovery activities, scientific applications, and the instructor as a facilitator

rather than a knowledge source. What makes up inquiry-based learning is what takes place

in practical lessons. Practical work refers to activities that engage learners in the process

of making observations, experimenting, and deducing explanations and conclusions based

on the findings. Experimental work helps learners understand the theoretical Chemistry

concepts, acquire problem-solving skills, and supports students’ self-efficacy in sciences.

Besides, practical lessons provide the best opportunities for an inquiry learning approach

due to the experimental nature of the strategy.

Guided-inquiry experiments are an important tool for helping students develop

scientific practices such as hypothesizing and problem solving. In organic chemistry, these

types of experiments can help students learn how to connect the theory of the reaction to

the observation and data to decide how the reaction is proceeding or if it needs adapting

Due to a reduction of in person teaching during the COVID-19 pandemic, we developed a

set of virtual inquiry-based organic chemistry experiments where students make the same

decisions as they would do with a hands-on inquiry experiment. Thus, these simulations

allow students to learn similar problem-solving skills (Mistry and Nimesh ,2021).

Sutoyo et al. (2019) stated that the effectiveness of the guided inquiry based

learning model integrated to enhance the student critical thinking skills. This begun with

development of chemistry learning device for topic using the 4-D model. Learning based

can increase the student motivation, creativity and student understanding about science

concept and the effective in exercising student motoric skills in order to develop the

product. The integration in learning can enhance the dominant role of students in the

learning process. The focus of guided inquiry model integrated with students are involved
in solving the problem investigation and other meaningful activities, giving learning

chances, work-ing independently, constructing student knowledge and creating real

product which help students in understanding the concept. Chemistry learning with

approach is conducted by planning the design and technology to solve real problems.

Therefore, teacher has a important role in giving real support in order students can build

the knowledge and interdisciplines skills.

Jegstad (2023) stated that there has also greater emphasis on student-active

teaching and learning practices, such as inquiry-based learning (IBL). Inquiry is not a new

idea and was emphasized by Dewey, who argued that chemistry education had suffered due

to ‘so much ready-made knowledge, so much subject-matter of fact and law, rather than as

the effective method of inquiry into any subject matter. The argued that students must have

their own experiences, and he emphasized active learning and reflective thinking as the

main purposes of teaching.

Lamba (2015) stated that the very common method to teach chemistry is in the form

of a lecture. Students perceive that learning chemistry is memorizing facts and following

recipes. Focuses on inquiry-based student-centered instruction using a constructivist

model in the teaching and learning of chemistry, in which students work in teams to analyze

data that is mostly student-generated following the principles of the learning cycle. Inquiry-

based teaching is usually associated with several instructional practices. Classroom

discussions are focused on using student-pooled lab data to generate concepts rather than

informing students of the concepts.

Winkelmann et al. (2014) stated that served as the inspiration for a new curriculum

of inquiry-based learning in the general chemistry. Curriculum redesign was to improve

students’ attitudes about chemistry as well as their self-efficacy and skills in performing

inquiry activities. Students’ ability to plan experiments and interpret data improved

throughout the semester, as did their confidence in conducting research-like lab activities.

Improved confidence was observed among men and women, science and engineering

students, and international students. The curriculum had less of an impact on students’

attitudes about chemistry. A curriculum offers many benefits to students without the

difficulties of designing actual research-based projects for general chemistry classes.

Inquiry-Based Learning was developed to improve students’ multiple higher-order

thinking skills (M-HOTS), such as thinking critically, analytically, creatively, and

practically. The NIBL model effectively improved the prospective chemistry teachers’ M-

HOTS in terms of CACP thinking skills and contributed significantly to the increase in the

students’ mastery of organic chemistry concept (Mitarlis et al. 2020).

According to Naiker et al. (2020), work examines and evaluates the implementation

of inquiry learning, as an alternative to the traditional ‘recipe-style’ expository teaching

method, with the aim of enhancing students’ experience and engagement in chemistry

laboratory practical is a well-documented and understood view of most chemical

educationalists that good quality laboratory practical work has the potential to engage

students, helping them to develop a set of basic skills and enhance their understanding both

of the process of scientific investigation and of chemistry concepts. It is a well-documented

and understood view of most chemical educationalists that good quality laboratory

practical work has the potential to engage students, helping them to develop a set of basic

skills and enhance their understanding both of the process of scientific investigation and of

chemistry concepts.
 The effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-

Discuss-Investigate-Discuss (PDID) and Teacher Demonstration (TD) on students’

conceptual knowledge and symbolic levels in chemistry and findings have shown that a

huge gap existed between the intended chemistry curriculum and actual happenings when

students learn chemistry. Students’ inability to demonstrate good understanding of basic

concepts of chemistry (Folasade and Duro, 2018).

According to Sahputra (2018), inquiry-based learning by Small Steps technique in

chemistry subject through online learning for the students This study included learning

activities and achievement in studying chemistry. In learning chemistry, understanding of

essential concepts is essential. Good understanding of the essential concepts will allow the

learners to place these concepts in long term memory systems and can use them to higher

level thinking such as problem solving and creative thinking. Good understanding of the

essential concepts should facilitate them in achieving the minimum completeness criteria

established by the school.

Guided Inquiry is an activity where the problems raised by teachers or sourced from

a textbook then students work to find an answer to the problem under the intensive

guidance of a teacher. This type of inquiry learning is suitable to be applied in learning the

concepts and principles underlying the particular field of chemistry (Sugiarti et al , 2017).

According to Chu et al. (2023), to enhance students’ learning and help them

understand the whole picture of the field of inorganic chemistry, an inorganic technique

course was designed that uses scaffolded, inquiry-based lab experiments and project-based

learning. Inquiry-based taught to helped students better understand the aim of each lab and

how to apply each lab technique to a bigger research project, also included opportunities
for cooperative and collaborative learning through student group work and feedback. To

further develop students’ independent research skills, we implemented project-based

learning in which students develop a research proposal based on independent literature

research and the chemistry techniques they learned.

According to Rahayu and Sardiana (2023), chemistry process and critical thinking

skills must be possessed by students as prospective professional teachers. Quality

practicum activities with quality teaching materials can improve chemistry process skills

and low critical thinking. The practicum guide only asks students to carry out practical

activities according to existing procedures, so students cannot build their skills. This guided

inquiry-based learning guide can be used because students design, formulate hypotheses,

and conclude independently to improve their science process and critical thinking skills.

According to Wahyudiati (2022), the effect of applying problem-based learning

models on critical thinking skills and scientific attitudes of pre-service chemistry teachers

in Basic Chemistry. One of the learning models based on a constructivism approach that is

able to increase student activity in constructing attitudes, knowledge, and experiences of

student chemistry learning is the problem-based learning model. Problem-based learning

model that can be used to improve students’ scientific attitudes. Problem-solving skills in

learning can provide a positive influence on students ‘scientific attitudes. The advantage

of applying the problem-based learning model lies in the experience-based scientific

inquiry process that is often experienced and found in student life as a reference in

providing learning experiences that are directly related to students’ daily lives so that

learning can be more interesting and meaningful.

 According to Smallhorn et al. (2015), increasing the opportunity for students to be

involved in inquiry-based activities can improve engagement with content and assist in the

development of analysis and critical thinking skills. The chemistry has traditionally been

used as a platform to apply the content gained through the lecture series of students

satisfaction and a significant improvement in learning outcomes. All disciplines should

consider including inquiry-based activities as a methodology to improve student

engagement and learning outcome as it fosters the development of independent learners.

According to Sypass et al. (2019), in chemistry education, students’ active

involvement in experimental procedures contributes to higher performance achievements

compared to traditional lecturing, as laboratories play a key role and help students develop

the necessary skills of inquiry. Inquiry-based learning, a learning method based on students’

personal involvement in the cognitive process through searching, querying and posing

questions, is an educational approach where in the case of research, the learner formulates

hypotheses which tests them via experimentation and observation of the experimental

results. The educational value of the inquiry learning method has been verified in several

studies, where the application of the inquiry learning approach resulted in more effective

learning, The findings of the reviewed studies indicated that virtual labs, when used in

combination with hands-on labs in inquiry learning, support learners and help them gain

deeper conceptual understanding of science.

Antonio & Prudente (2023) stated that inquiry-based learning has increasingly been

recognized as a potent approach to stimulate students’ higher-order thinking skills. While

prior research has shown evidence of its positive impact on student achievement, no study
has critically synthesized its effect on students’ higher order thinking skills in the context

of science learning.

According to Mistry and Shahid (2021), guided-inquiry experiments are an

important tool for helping students develop scientific practices such as hypothesizing and

problem solving. In organic chemistry, these types of experiments can help students learn

how to connect the theory of the reaction to the observation and data to decide how the

reaction is proceeding or if it needs adapting. Due to a reduction of in person teaching

during the COVID-19 pandemic,they developed a set of virtual inquiry-based organic

chemistry experiments where students make the same decisions as they would do with a

hands-on inquiry experiment. Thus, these simulations allow students to learn similar

problem-solving skills.

Aregehagn et al. (2022) stated that the use of guided inquiry-based learning (GIBL)

in a manner designed to challenge individual students’ unscientific conceptions of science,

has been researched widely. However, few (if any) studies have investigated the

implementation of GIBL in a manner designed to challenge the fundamental patterns of

students’ context-dependent unscientific conceptions of Science.

Inquiry-based learning has several definitions, but accurate definitions in the

literature are difficult to come across. Inquiry is related to several different teaching

methodologies, including many of the pedagogies used in modern classrooms. Inquiry-

based science teaching was significantly positively associated with dispositions toward

science, such as interest in and enjoyment of science learning, instrumental and future-

oriented science motivation, and science self-concept and self-efficacy (Cairns D ,2019).
 Riegle-Crumb et al. (2019) stated that in inquiry-based learning, students actively

participate in the learning process by posing and answering questions, evaluating evidence

and assessing and proposing answers. The strategy employs an inductive method to

knowledge discovery while focusing on student action. Inquiry learning allows students to

develop knowledge and learn via active engagement with concepts and principles.

According to Aktamis et al. (2016), inquiry-based learning has been associated with

positive attitudes towards science. It has been positively linked with positive views toward

sciences in a meta-analysis. Also, inquiry teaching has been associated with increased

attitude scores. Besides, guided inquiry has significant positive effects on students’

attitudes in chemistry.

Inquiry-based learning helps students develop intellectual discipline and skills that

are qualified to improve questions and search answers that are hidden from the curiosity of

students. In the guided inquiry-based learning the teacher provides a formulation of the

problem of the investigation, and the students design an investigation and produce an

explanation (T,tatsuoka et al ,2015).

According to Chu et al. (2017), inquiry-based learning helps learners to develop

inquiry skills, which are among the basic skills of the 21st century. Inquiry-based learning

is defined as learning by asking questions, and by researching, and as the process of

learning by analyzing the knowledge and transforming the data into useful knowledge.

Inquiry-based learning provides students with opportunities to structure the new

knowledge and to try their thoughts, it also assures that students form evidence-based

thoughts and to inquire the thoughts critically. Due to this property, inquiry learning is
regarded as an approach which is student-centered, and which supports the configuration

of knowledge (Koseoglu & Tumay, 2015).

J. HOLBROBOOK et al. (2015) stated that inquiry-based learning relates to the

constructivist approach, where students construct knowledge on their own. Inquiry-based

learning is a classroom activity model that involves seeking knowledge and new

understanding in a practice-based format. In IBL, a series of student-centered strategies,

where students take more control of their learning and construct knowledge through

interactions and apply knowledge in solving real-life problems. Through the active learning

activities, students develop 21st- century skills such as critical thinking, problem-solving,

and creativity from the group work or independent learning process.

According to Ferreira et al. (2021), the inquiry-based approach is a teaching

strategy that facilitates students learning scientific concepts and about the nature of

chemistry through experimental research, allowing them to participate in chemistry classes

as researchers. Chemistry learning in Brazil is based on the traditional teaching approach,

and little consideration is given to the way the inquiry-based approach can be used to meet

students’ individual psychological needs.

According to Peleg et al. (2017), educational research and policy suggest inquiry

as one of the most prominent ways of promoting effective chemistry education. However,

traditional approaches towards inquiry learning are not always sufficiently motivating for

all learners. Teaching Inquiry with Mysteries Incorporated, suggests that mysterious

scientific phenomena introduced via drama-based pedagogies and showmanship skills

could have the potential to engage more students emotionally in chemistry and to entice

them to solve the mysteries through inquiry.

 According to Linda Barbate et al. (2019), chemistry students are sometimes bored

or turned off by a traditional approach to chemistry. Integrate chemistry and art with hands-

on activities and fascinating demonstrations that enable students to see and understand how

the science of chemistry is involved in the creation of art. Most importantly, the chemistry

is taught with relevance to art topics.

According to Valsecchi et al. (2024), when teaching STEM courses, it is important

to introduce state-of-the-art techniques. Students need to learn how to conduct experiments,

analyze data and choose the most effective approaches to address meaningful situations.

Use of a structured questionnaire in lab reports helped students to accurately analyze and

process experimental data. It also allows them to demonstrate understanding of technical

limitations, while integrating the knowledge and skills acquired and provides notions that

are conceivable and profitable, thus leading to successful conceptual changes.

Acharya (2019) Stated that the epistemological foundation of science teachers’

beliefs and understanding of students’ activities in chemistry lessons. It also helps to find

out the philosophical perspectives of science teachers and students to accomplish practical

activities to transfer school science learning to activity-based instruction. Science teachers’

teaching style, students’ interaction and engagement in chemistry lessons and collaborative

inquiry were closely observed and their epistemologies were documented and explored.

Inquiry-based teaching and learning methods are more and more widely used in

teaching natural sciences all over the world. The elements of inquiry are included in many

national sciences’ core curricula and indicate that students should be actively involved in

acquiring knowledge. This fact changes the teacher’s role in the classroom and the structure
of everyday lessons. Independent inquiry helps students to develop various elements of

scientific education, gain specific skills and competencies (Bernard & Dudek, 2020)

McPherson et al. (2018) stated that chemistry gas experiment that she developed

with the intent of integrating inquiry and Problem-Based Learning (PBL). The lab activity

follows the principles of Ambitious Science Teaching (AST). Teachers engage students

with important science ideas, elicit students’ ideas while making visible what students

currently know about the science being taught, guide sense-making talk around

investigations and lab activities to support changes in thinking, and develop evidence-

based explanations by scaffolding students’ efforts to put everything together.

According to Frisca Zahrona Harahap et al., (2022) implement an innovative guided

inquiry-based learning resource as a strategy for achieving student competence in the

teaching of Analytical Chemistry. Include the development of innovative learning

resources with guided inquiry to facilitate students to conduct investigations, include

asking, researching, reporting investigation result, and share finding information to hone

students higher order thinking skills (HOTS). HOTS category has been developed for three

aspects, namely the skills to analyze, evaluate, and create for analytical chemistry

activities. Guided inquiry-based learning is very appropriate to be used for active learning

as a strategy for achieving competence in the field of analytical chemistry.

According to Venkat Rao et al. (2018), process-oriented guided inquiry learning

refers to the students’ acquisition of content knowledge through guided inquiry learning

for developing their process skills. This method requires that students, with assigned roles

between them, work in small groups (of three or four) 3 in large lecture theaters or

workshops/tutorials where the instructors will help them to actively discuss and explore
the concepts using highly structured learning materials developed from a learning cycle

paradigm. In these teaching and learning contexts, instructors act as facilitators rather than

lecturers. Lectures alone are insufficient for teaching students how best to learn; therefore,

it requires a different approach to delivering the curriculum content. Furthermore, there is

an increased expectation that processes, and other transferrable skills should be an integral

part of science pedagogy 6so that they help students to adapt themselves to more complex

concepts.

According to Broman et al. (2022), context-based learning approaches emanate

from an idea that chemistry content knowledge should be presented in a relevant context

for students to improve their learning outcomes as well as making them more engaged in

chemistry. However, teachers need to explicitly consider which aspects of the contextual

settings young students perceive as interesting and relevant to improve chemistry

education.

Gupte et al. (2021) stated that teaching organic chemistry requires supporting

learning strategies that meaningfully engage students with the challenging concepts and

advanced problem-solving skills needed to be successful. Such meaningful learning

experiences should encourage students to actively choose to incorporate new concepts into

their existing knowledge frameworks by appealing to the cognitive, affective, and

psychomotor domains of learning. Students’ existing knowledge and indicate that

assignment components such as authentic contexts, clear expectations, and peer review

supported students’ meaningful learning experiences and can influence students’ learning

experiences and suggest implications for how to support students’ meaningful learning of

organic chemistry through writing.

 Chemistry is essential to individual and societal well-being, yet publics tend to

express less interest in chemistry compared to other science fields, and many scholars have

highlighted the need for more research on effective chemistry communication and informal

learning outcomes (Howel et al. 2021).

According to Petterson, Michael N et al. (2022), student affect is an important factor

in the learning process and may be especially important in gateway courses such as organic

chemistry. Students’ recognition of the relevance of the content they are learning and

interactions with their peers can support their motivation to learn. Chemistry content within

relevant contexts incorporates social elements to support positive student interactions with

organic chemistry. An authentic context, role, genre, and audience—to support student

interest and demonstrate the relevance of the content and to engage in the processes of peer

review and revision to support their learning. Indicate that incorporating these elements

can support student affect and result in students’ perceived learning, but that there should

be careful consideration of the relevance of the chosen contexts with respect to the interests

of the students and the complexity of the contexts.

According to Moon et al. (2017), inquiry activities in Chemistry education is to

promote students’ participation in the practices used to build scientific knowledge by

providing opportunities to engage in scientific discourse. However, many factors influence

the actual outcomes and effect on students’ learning when using inquiry materials, from

two physical chemistry classrooms using the Process-Oriented Guided Inquiry Learning

approach was analyzed using a lens of scientific argumentation.

According to Vinko et al. (2020), chemistry is an experimental discipline that uses

experimentation as one of its most important research methods. Laboratory work and other
practical work are therefore also essential in chemistry lessons. Chemistry demonstrations

are used by teachers as an educational approach that can increase students’ interest in

chemistry and motivate them to learn chemical concepts with understanding. However, if

the students are actively involved in the chemistry demonstration, it can be just as effective

as or even more effective than students’ learning through inquiry.

Ruf et al (2019) Stated that Instruction in the natural sciences of biology, chemistry,

the marine sciences and physics is inconceivable without reference to research. Students

are trained to take up the profession of “scientist” and faculty often recruit or recommend

doctoral students from among former students in their own courses. This practice includes

a high proportion of course elements in which students themselves become active such as

internships, tutorials and excursions, which usually already correspond precisely with the

method of working or at least the methods being used in current research.

Local Literature

According to Ryugo et al. (2017), the use of the science inquiry to emphasize the

science curriculum in the development science literacy one of which showed with the

survey done in the Philippines where science teachers of Grade 7 to Grade 10 in Pangasinan

province that they are strong users of inquiry-based learning in the teacher’s way of

teaching. As inquiry-based learning is an effective way of teaching science.

Mancenido-Balaños (2018) stated that the nation has not yet been able to

completely adopt the community of inquiry practice. As the historical evolution of the

communities Inquiry practice in the Philippines. That began in 1996 when Zosimo Lee
brought it to Manila Public Schools and continued until 2012 when it was extended to

Ayala Foundation, Inc. teachers. And with the, Lipman’s criticism of conventional

pedagogy reflected on the circumstances in Philippine classrooms.

According to Rachman et al. (2021), with the survey and interview done to the

Grade 7 and Grade 8 students of Pangasinan State University (PSU) that the use of inquiries

in the community is considered to be effective in the education students to enhance

students’ autonomous learning.

According to Bioco and Echaure (2020), this study aimed to assess the science

inquiry-based practices, attitudes, and difficulties of secondary science teachers in the

district of Masinloc, division of Zambales. The researcher recommended that the use of

inquiry-based teaching and learning approach in teaching Science is highly encouraged in

order to help the learners to overcome their problems in engaging with the lesson; that the

teacher is encouraged to use the inquiry-based teaching and learning practices model to

help them in attaining the consistency of the inquiry process within their lesson; and lastly

a replication of this study is encouraged with in-depth and wider in scope so as to better

determine the effectiveness of Inquiry Based Teaching/Learning approach

According to CLOSING THE GENDER GAP THROUGH OPEN INQUIRY

LEARNING (Abaniel, 2021), there is a gap in the literature to complete the picture of

gender differences in inquiry-based learning. This study aims to add to the needed

literature. This study investigated the gender difference in the attitudes towards science

between male and female students after being exposed to an open inquiry learning model

in Physics (OILMP).
 According to Gutierez, S. (2015), inquiry-based teaching has been promoted and

implemented together with recently instigated curriculum reforms. Serious teacher

professional development efforts are being used extensively to properly orient and present

the benefits of inquiry-based teaching. In this study, the lesson study framework was used

to identify three challenges in implementing inquiry-based teaching in elementary school

science education in the Philippines, namely, a lack of support, training, and availability of

inquiry-based materials; an overemphasis on assessing content learning rather than

learning through inquiry; and the difficulty and time, nature of inquiry approaches.

Lopez, (2021) stated that inquiry-based learning in the classroom shows a positive

effect on the learning outcomes of high school students. This mixed-methods research was

conducted to assess the use of inquiry-based teaching and learning in Science. Its extent of

implementation, challenges encountered by the teachers, and learning outcomes of the

students among the secondary schools in the Division of Aklan. Of these challenges they

encountered, the learning of the students is affected. The study revealed that there is a

positive effect on the learning outcomes of the use of IBTL in the science classroom.

According to Jacalan and Castillo (2023), inquiry-based learning is an approach

that allows students to draw connections between academic content and their own lives,

which can be particularly important for culturally and linguistically diverse learners. The

study sought to find out the effectiveness of Inquiry-based learning approach on the

students’ performance in Physics.

Marsila et al. (2022) stated that evelopment of E-Learning Content by Lab Rotary

Inquiry Learning on Support Solution Materials for Senior High School.

INTERNATIONAL JOURNAL OF HIGH INFORMATION, COMPUTERIZATION,

ENGINEERING AND APPLIED SCIENCE (JHICE), Chemistry as an everyday science,

students first need to understand everyday chemistry. Inquiry Learning is a learning model

in which students acquire the necessary knowledge through direct thinking, Questioning,

inquiry or research, experimentation or independent research.

Unveiling the Power of Inquiry-Based Learning in Grade 11 STEM Chemistry: A

Local Perspective (Morilo, J.2015) This study investigates the efficacy of inquiry-based

learning (IBL) in enhancing the understanding and engagement of Grade 11 STEM

(Science, Technology, Engineering, and Mathematics) students in chemistry education

within the Philippine context. Through a mixed-methods approach encompassing

quantitative assessments and qualitative feedback, the research aims to uncover the impact

of IBL on student learning outcomes, attitudes towards chemistry, and acquisition of

scientific skills among Filipino learners.

According to Llego (2022), inquiry-based learning is a student-centered approach

that emphasizes critical thinking and creativity. In an inquiry-based classroom, students

actively ask questions, plan investigations, conduct experiments, analyze data, and draw

conclusions. It lets students control their learning and develop a deeper understanding of

what they’re studying. Research has shown that inquiry-based learning can improve

student achievement, motivation, and attitudes towards science. Inquiry-based learning

also promotes the development of essential skills such as problem solving, and

collaboration.

Rau (2022), showed that the foundation of Inquiry Based Learning helps students

to develop their questioning skills, leading to self-driven methods of intrinsic motivation.

Developing these skills and motivation supports students of all backgrounds as it allows

them to utilize their experiences and learning styles in their education.

Raechell and Belo (2021), discussed in her study that inquiry-based learning is a

student-centered approach where it requires students to construct and discover knowledge

through meaningful activities and personal investigations. This means that they are gaining

skills and knowledge through asking for information unlike the traditional way of teaching

where teachers are the fountain of learning, directly giving information to learners. Inquiry-

based learning stimulates active engagement of students in the discovery of learning

activities.

According to Cabagua et al. (2019), inquiry-based learning is an approach to

learning that emphasizes the student’s role in the learning process. Students are encouraged

to explore the material, ask, and share ideas. This means that it allows them to build

knowledge through exploration, experience, and discussion. Because students aren’t just

hearing or writing what they’re learning. Instead, students get the chance to explore topics

more deeply, and learn from their own experience for them to stand their own ways.

According to Santos (n.d.), one of the factors that affects students’ learning or

academic performance is the teacher’s teaching methods or approaches. Once a teacher

fails to prepare a facilitation plan and method in teaching a lesson, it is highly possible that

his/her learners will also fail to understand the lesson. Hence, poor teaching methods can

cause poor student performance in their subjects. The theories of education propose various

teaching instructions to address poor academic performance of learners. One of these is the

inquiry base learning or inquiry-based learning approach which is a foundation of students

centered instruction (Santos, n.d.). Inquiry-Based Learning is a pedagogical approach that

invites learners to explore academic content by posing, investigating, and answering

questions. In addition, many studies established that IBL is effective in enhancing students’

academic performance.

In the study made by Jaime (n.d.), it discussed that the traditional classroom often

looks like a one person show with a largely uninvolved learner. Traditional approach

followers assume that there is a fixed body of knowledge that the student must come to

know. Students are expected to blindly accept the information they are given. This teacher-

centered method of teaching assumes that all students have the same level of background

knowledge in the subject matter. The teacher seeks to transfer thoughts and meanings to

the passive learners, leaving little room for student-initiated questions, independent thought

or interaction between students.

Students, rather than being passive learners that receive knowledge, Inquiry Based

learning allow students to be more self centered and act as active learners in the learning

process (Belo, 2022). IBL is well suited for helping learners become active because it

situates learning in real world problems, and it makes students responsible for their learning

or understanding.

In the context of other fields or subjects, inquiry-based learning has proven its

effectiveness and different studies supported these findings. Belo (2022) stated that the

application of inquiry-based learning in mathematics has engaged students not just in

exploring mathematical problems but as well as proposing and testing hypothetical guesses

and developing proof to support their solution and their ideas about the subject matter.
 Inquiry-based learning leads to better engagements among students throughout a

class period and provides a greater grasp and understanding of the content knowledge and

creates an overall engagement. However, in the study of Belo (2022), it stated that Inquiry-

based learning cannot be applied as a universal method, as teachers still need to adjust

according to learners’ particularities and find the best way to ensure high learning

outcomes.

“As an educator, IBL strategy or method is still hard to facilitate especially for

young learners. Moving away from the traditional way of teaching is still a challenge that

we tend to overcome over time. The fast pace of change in education challenges most

educators to find ways to encourage learners to be more active and involved in the teaching

and learning process.” (Belo, 2022).

According to Villaroya A. (2020), which found that when it comes to students

taking pre-test-post-test in Chemistry, inquiry-based learning employing both the 7E and

5E learning models produces identical results. The participants in this study were eighth-

grade Chemistry students from San Francisco National High School. Using the 7E and 5E

learning models, respectively, this study has two experimental groups and two control

groups, each with 40 students. Each student received a sixty-item exam, demonstrating that

both groups performed exceptionally well and had nearly identical pre-test averages.

However, the experimental group has shown higher performance in the post-test than the

control group. In conclusion, it was demonstrated that both inquiry-based learning

approaches were successful in raising students’ Chemistry test scores.

In a different study by Leyco, & Arroco (2024) it was stated that their study

employed the descriptive-developmental method of research for three homogenous classes

of Grade 10 enrolled in the school year 2016 – 2017. In which the 3 groups developed

inquiry lessons and were tested on the standardized achievement test, the Science Process

Skills Inventory, and the Science Motivation Questionnaire. Based on this study 7E

inquiry-based learning model was used to discuss seven topics Kinetic Molecular Theory,

Boyle’s Law, Charles’ Law, Gay-Lussac’s Law, Combined Gas Laws, Avogadro’s Law and

Biomolecules in 7E’s format. Based on their observations the developed inquiry lessons

have made a difference to the level of conceptual understanding of a student. However, it

did not satisfy the 75% performance level in general, unlike the study of Villaroya A.

(2020).

A similar study to Villaroya A. (2024) a study made by Pineda L. A (2020) It was

stated that inquiry-based learning is tested in pre-test-post-test with Seventy-four Grade 8

students from two sections in a laboratory school in Quezon City participated in the study.

One section was exposed to the Progressive -Guided Inquiry Approach (PGI) whereas the

other section was exposed to the Conventional Teaching Approach (CTA). The results show

that the mean posttest score of students exposed to PGI was significantly higher than that

of students exposed to CTA in terms of knowledge-building practices. There was a

significant difference between the average post-test results for the CTA and PGI groups in

the assessment tool for knowledge-building methods. Teaching using the Progressive-

Guided Inquiry (PGI) method works well to enhance students’ behaviors that increase

knowledge (knowledge clarification, production of knowledge, and knowledge progress)

in the field of Chemistry. It works well in enhancing each method of knowledge-building

used by the students. Which concludes that the approach’s Inquiry Lesson component
enabled students to resolve scientific issues which gave students a place to share their

expertise.

In a different study by Leyco, & Arroco (2024) it was stated that their study

employed the descriptive-developmental method of research for three homogenous classes

of Grade 10 enrolled in the school year 2016 – 2017. In which the 3 groups developed

inquiry lessons and were tested on the standardized achievement test, the Science Process

Skills Inventory, and the Science Motivation Questionnaire. Based on this study 7E

inquiry-based learning model was used to discuss seven topics Kinetic Molecular Theory,

Boyle’s Law, Charles’ Law, Gay-Lussac’s Law, Combined Gas Laws, Avogadro’s Law and

Biomolecules in 7E’s format. Based on their observations the developed inquiry lessons

have made a difference to the level of conceptual understanding of a student. However, it

did not satisfy the 75% performance level in general, unlike the study of Villaroya A.

(2020).

A similar study to Villaroya A. (2024) a study made by Pineda L. A (2020) It was

stated that inquiry-based learning is tested in pre-test-post-test with Seventy-four Grade 8

students from two sections in a laboratory school in Quezon City participated in the study.

One section was exposed to the Progressive -Guided Inquiry Approach (PGI) whereas the

other section was exposed to the Conventional Teaching Approach (CTA). The results show

that the mean posttest score of students exposed to PGI was significantly higher than that

of students exposed to CTA in terms of knowledge-building practices. There was a

significant difference between the average post-test results for the CTA and PGI groups in

the assessment tool for knowledge-building methods. Teaching using the Progressive-

Guided Inquiry (PGI) method works well to enhance students’ behaviors that increase
knowledge (knowledge clarification, production of knowledge, and knowledge progress)

in the field of Chemistry. It works well in enhancing each method of knowledge-building

used by the students. Which concludes that the approach’s Inquiry Lesson component

enabled students to resolve scientific issues which gave students a place to share their

expertise.

A study done by Villanca G.R (2023) was conducted to Identify the areas of inquiry-

based science activities that most strongly affect grade 10 students’ performance in the

scientific domain, particularly in Chemistry labs and experiments. During the 2018–2019

school year, 332 grade 10 students from District 1’s four primary secondary schools in the

Compostela Valley Division, Province of Compostela Valley, made up the study’s

respondents. In terms of engagement, investigation, explanation, elaboration, and

evaluation (5E learning model), the study’s findings demonstrated a high degree of inquiry-

based science activities. The study’s findings have demonstrated which domains of inquiry-

based science activities have a major impact on students’ academic performance. But there

didn’t seem to be much of an impact on participation in the events.

A different study made by Valdez, J., & Bungihan, M. (2019) states that the study

was aimed to investigate the efficiency of a problem-based learning (PBL) method in

improving Grade 9 students’ problem-solving abilities in Chemistry in a public high school

in the Philippines. The level of problem-solving proficiency of the pupils in the PBL and

non-PBL groups both before and after their exposure to PBL and non-PBL methods was

ascertained, in turn. Using the same assessment used by Villaroya A. (2024) and Pineda L.

A (2020) used pre-test-post-test in gathering the data of 96 students who participated in the

study. The results show that (1) A level of problem-solving ability before and following
their familiarity with non-PBL approaches is typically quite minimal; (2) the degree of

problem-solving abilities after exposure to PBL, was somewhat elevated from extremely

low to low; (3) there was a considerable disparity in the PBL group’s pupils’ proficiency

with problem-solving methods; (4) between these two methods used in this study, the PBL

strategy of instructing Grade 9 students in chemistry fundamentals was demonstrated to be

more successful than a non-PBL strategy.

Inquiry-based learning is a teaching and learning technique where students are

actively involved in the learning process and the teacher facilitates the learning process.

The most important qualities of IBL are learner-centered activities, there is solving

problems, discovery activities, scientific applications, and the instructor as a facilitator

rather than a knowledge source (Ryan bernido ,2020)

Synthesis

According to Zudonu and Njoku (2018), they used guided inquiry teaching, guided

demonstration, and guided conventional teaching methods to study their effects to learners’

attitudes towards teaching and learning chemistry in Nigeria.

Nedungadi et al., (2015), stated that in another related study, using online laboratory

resources, open, guided, and structured levels of inquiry were experimented within

practical chemistry lessons in India.

According to Olakanmi, (2017); Oppong et al., (2022), there has been many

empirical studies on the effectiveness of the flipped learning as an instructional approach

found increased in student academic achievement in chemistry development of critical

thinking skills (Boateng et al., 2022; Munzil et al.,2020) due to active engagement and

interactive nature of the approach. The flipped learning approach is an active student-

centered pedagogical approach where students are engaged with individual computer-

based pre-instructions outside the classroom leading to quality interactive group learning

in class (O’Flaherty & Phillips, 2015).

The researcher study done by Niwat Srisawasdi and Patcharin Panjaburee (2019)

shows that the implementation of game- based learning and transforming it to inquiry-

based learning to create a more motivational activity for students to participate in learning

chemistry. As the study explores the use of computer games to enhance students’

understanding of chemistry. By addressing students’ misconceptions about liquid

properties, the researchers developed a computer game that was applied to a Thai high

school chemistry course.

The study conducted by J Arantika, et al (2019) showed the use of guided Inquiry-

based modules and the resulting effects in improving eleventh-grade students’ science

process skills (SPS). In comparison with the control class, the treatment class surpasses it

in terms of SPS indicators and has some impact size (ES), according to the findings. The

study emphasizes the potential of inquiry-based learning in science education as well as

the significance of SPS in continuous learning.

According to the research study done by Abdul Rabu and Siti Nazleen (2023). It is

said that inquiry-based learning is a teaching strategy that promotes students to ask

questions and learn by doing so. The study uses inquiry-based learning to inquire at the

way students’ performance and motivation in learning physics are affected by video

inquiry-based learning (VIL) and video inquiry-based cooperative learning (VICL). This
improved critical thinking and full participation but did not result in an increase in

motivation. Learning styles, however, have little to no effect on motivation or performance.

A research study conducted by Gábor Orosz et al, (2023) In Hungary tested that

guided inquiry learning is suitable for new students that is if appropriate scaffolding is

given. The most critical steps in the learning process were formulating hypotheses,

recording observations, and evaluating them based on evidence. And the students mostly

found the work more successful but overestimated the level of inquiry skills needed in

some cases.

The study conducted by Elisabeth Hofer,et al (2018) Inquiry based learning in the

study is , in the Austrian chemistry education, highlighting its challenges and teachers’

beliefs. The study explores teachers’ perspectives of IBL through a group discussion,

comparing it with literature and the Austrian curriculum, while providing ideas for creating

effective professional development programs.

The study conducted by (Bridle, C. and Yezierski, E. 2014) inquiry-based

instruction and the use of particulate-level models in instruction as a means for improving

students’ conceptual understandings in chemistry. Little evidence exists, though, for the

effectiveness of an instructional model that involves the merger of these two methods. In

an effort to address this gap, a series of laboratory and classroom activities was created that

blended guided inquiry-based instructional practices with particulate-level modeling

experiences.

According to (Sutrisno 2020) Learnings of Chemistry in any level of education

should be in accordance with the characteristics of chemistry, namely as a science based

on investigation or inquiry. Therefore, learning of chemistry should be done by inquiry.

Many learning of chemistry has been developed by inquiry, especially guided inquiry. One

of the guided inquiry-based chemistry learning strategy innovations is the OE3R

(Orientation – Exploration – Explanation – Elaboration – Reflection) Strategy, for learning

Molecular Shape in High School.

According to Sen et al., (2019), the effectiveness of inquiry-based learning (IBL)

approach in ratio and proportion on the mathematics reasoning skill of seventh-grade

students. In this study it showed that students’ predictive, explanation, generalization and

justification skills come out as indicators of reasoning skills. Many Students made and used

different predictions and generalizations based on their existing knowledge and they

developed solutions to problems using different strategies in inquiry-based learning (IBL)

process.

According to Jean De Dieu Kwitonda et al., (2021), stated that chemistry to be well

learned by students, there might be a good learning environment, this is due to the approach

employed by the educators. This review then is about inquiry-based experiment design as

an innovative teaching and learning enhancing tool for chemistry instruction. The

conclusion of this literature review showed that effective implementation of inquiry-based

experiment design enhances the teaching approach and learning of chemistry concepts. It

is also recommended that chemistry educators to be trained on the professional use of the

approach for the good classroom implication and students’ understanding of the concepts

learned.

According to Fatma Alkan (2018) the author stated that lab study is accepted as a

fundamental and helpful part of science education, many studies have shown that lab
education has not properly reached its goal. The primary reliance on verification-type lab

activities may be one reason why lab education has failed to provide expected learning

results. Many believe that lab education should move away from traditional verification-

type applications toward helping students to embrace the importance of experimentation in

learning and to understand the role of self-management in the learning process. This study

aimed to determine the effect of a scientific-inquiry-based learning method on prospective

chemistry teachers’ critical thinking.

According to Daniele Marcondes Ferreira et al. (2021), inquiry-based teaching is

an approach or strategy that facilitates students learning scientific concepts and about the

nature of chemistry through experimental research, allowing them to participate in

chemistry classes as researchers. The methodology employed in chemistry learning in

Brazil is based on the traditional teaching approach, and little consideration is given to the

way the inquiry-based approach can be used to meet students’ individual psychological

needs. The aim of this study was to implement the inquiry-based learning approach in the

reality of Brazilian schools and to investigate how these activities contribute to increasing

the intrinsic motivation to learn chemistry.

Oshima Ryugo et al. (2017) stated the significance of integrating scientific inquiry

methods to enhance the quality of science education. Their research emphasized the value

of utilizing inquiry-based learning approaches to deepen students’ understanding of

scientific concepts and promote scientific literacy. A detailed survey conducted among

educators in the Philippines, particularly in Pangasinan province, revealed a prevalent

adoption of inquiry-based teaching strategies by Grade 7 to Grade 10 science instructors.

This substantial utilization of inquiry-based learning underscores its effectiveness as a

pedagogical tool in facilitating meaningful learning experiences and fostering scientific

inquiry skills among students.

According to M. Balaños (2018), the nation has not yet fully embraced the

community of inquiry practice. The journey began in 1996 when Zosimo Lee introduced it

to Manila Public Schools. Over time, this approach expanded, eventually reaching teachers

affiliated with Ayala Foundation, Inc. by 2012. Additionally, the article explores Lipman’s

critique of conventional pedagogy, highlighting its relevance to the educational landscape

in Philippine classrooms.

A study conducted by A. Rachman et al. (2021) discovered that when Grade 7 and

Grade 8 students at Pangasinan State University (PSU) engage in inquiries within their

community, it helps them become better at learning on their own.

Gutierrez (2017) studied the problems with teaching science using hands-on

methods in Philippine elementary schools. They found three main issues: teachers don’t

have enough help, training, or tools for hands-on teaching; schools care more about testing

what students know than how they learn; and many teachers think hands-on methods are

too hard and take too much time. Fixing these problems means giving teachers more

support and training so they can teach in a more engaging way.

The study by Bioco and Echaure (2020) looked at how science teachers in

Masinloc, Zambales, teach using inquiry methods. They found that using inquiry-based

teaching helps students learn better. The researchers suggested that teachers should use a

structured approach to keep their lessons consistent. They also said more research is needed

to understand how well inquiry-based teaching works.

 The study by Anja Lembens (2018) discusses the struggle of Austrian chemistry

teachers in adopting inquiry-based learning (IBL) despite its inclusion in the curriculum.

Even after workshops, teachers felt unprepared to implement IBL. To address this, a

professional development program was created, focusing on collaboration and practical

application through Lesson Study. The program aimed to enhance teachers’ skills and

attitudes towards IBL. The study identified key elements and strategies for IBL in

secondary chemistry classes and evaluated the program’s impact on teachers’

understanding and confidence in IBL implementation.

In helping students grasp chemical changes better, it’s crucial to acknowledge the

hurdles they face. Ayyildiz and Yildizay (2023) emphasize the importance of crafting

teaching materials and methods that resonate with students, ensuring they grasp concepts

effectively and overcome any misconceptions along the way.

Rugano et al. (2023) highlight the crucial role of inquiry-based learning (IBL) in

shaping students’ attitudes towards science subjects, particularly chemistry. These attitudes

serve as significant predictors of academic success, with poor performance in chemistry

raising concerns due to its correlation with academic achievement and behavioral

outcomes. Recognizing the impact of attitudes on learning and achievement, fostering

positive attitudes through effective teaching methodologies becomes essential for

improving students’ performance in chemistry.

The study conducted by Mistry and” Imes’ (2021) emphasizes the pivotal role

guided-inquiry experiments in fostering students’ scientific practices, particularly in the

context of organic chemistry. These experiments serve as crucial tools for facilitating the

development of skills such as hypothesizing and problem-solving, enabling students to

effectively connect theoretical concepts with observational data to analyze reaction

mechanisms and make informed decisions about reaction progress and adaptation.

Sentanin et al. (2021) highlight the inquiry-based approach as an effective teaching

strategy for enhancing students’ understanding of scientific concepts and the essence of

chemistry. This approach empowers students to engage in experimental research, enabling

them to participate actively in chemistry classes akin to researchers. By implementing

inquiry-based activities tailored to students’ reality, educators can explore how these

experiences foster intrinsic motivation towards learning chemistry, thus enriching the

overall educational journey.

Sutoyo et al. (2019) found that using a guided inquiry approach in teaching

chemistry helps students think critically. They made special materials for learning, which

boosted students’ motivation and creativity. Students got better at understanding science

concepts and even improved their motor skills by making things. The approach encouraged

students to solve problems and do meaningful activities, making them more active in

learning. Teachers played a key role in supporting students as they learned and developed

new skills.

Jegstad et al. (2023) point out that nowadays, there’s a stronger focus on teaching

methods where students are actively involved, like inquiry-based learning (IBL). They

mention Dewey, who believed that chemistry education should encourage students to

explore and question things for themselves, rather than just memorizing facts. He thought

students should learn by doing and reflecting on their experiences, making learning more

engaging and effective.

 The study conducted by Luca Szalay et al. (2015) examined student performance

in Chemistry across various domains, revealing significant weaknesses in areas such as

identifying scientific issues, possessing chemistry knowledge, and utilizing scientific

evidence. This decline in performance, falling below the average, has raised concerns

among experts and decision-makers. To address these issues, the study suggests the

development of freely accessible teaching resources grounded in inquiry-based learning

methodologies. Szalay et al. draw from their experiences with a small-scale pilot of an

inquiry activity to illustrate both the advantages and disadvantages of this approach. By

emphasizing inquiry-based learning and providing accessible resources, educators aim to

enhance students’ scientific skills and improve their performance in chemistry.

Jaana Herranen et al. (2016) stress the importance of inquiry-based chemistry

education, especially for sustainable development. They highlight the benefits of a learner-

centered approach and discuss using students’ questions in teaching. The study also tackles

challenges in context-based inquiry and suggests solutions. Additionally, it emphasizes the

crucial role of assessment and teachers in guiding inquiry-based learning effectively.

Overall, the research underscores the value of inquiry-based methods in engaging students

and promoting sustainable learning in chemistry education.

The study conducted by Ram S. Lamba et al. (2015) underscores the prevalence of

lecture-based teaching in chemistry education, where learning is often perceived as

memorization. It advocates for inquiry-based, student-centered instruction using a

constructivist approach. This method involves collaborative learning in teams, analyzing

mostly student-generated data following the learning cycle’s principles. Classroom

discussions focus on deriving concepts from pooled lab data, emphasizing understanding

over rote memorization.

Kurt Winkelmann and his team (2014) set out to shake up the traditional approach

to teaching general chemistry by introducing a new curriculum rooted in inquiry-based

learning. Their goal? To make chemistry more approachable and engaging for students

while boosting their confidence and skills in conducting hands-on experiments. As the

semester progressed, students became more adept at planning experiments and analyzing

data, and they started to feel more comfortable tackling lab activities that resembled real

research. What’s remarkable is that this newfound confidence wasn’t limited to any group

– both men and women, science and engineering majors, and even international students

benefited. While the curriculum didn’t necessarily change students’ overall attitudes

toward chemistry, it certainly provided them with valuable skills and experiences, all

without the complexities of designing full-blown research projects for a general chemistry

course.

Inquiry-Based Learning (IBL) was crafted with the aim of making learning more

engaging and effective, focusing on enhancing students’ critical, analytical, creative, and

practical thinking skills. Mitarlis, Ibnu, et al. (2020) found that the NIBL model, inspired

by IBL, was a game-changer for prospective chemistry teachers. It not only boosted their

thinking skills, especially in terms of CACP (critical, analytical, creative, and practical)

thinking, but also significantly improved students’ understanding of organic chemistry

concepts. This research highlights how innovative teaching approaches can have a

profound impact on both teachers and students, making learning more enriching and

meaningful.
 The research conducted by Nzomo and her colleagues in 2023, it’s like having a

chemistry buddy who guides you through the experiments and encourages you every step

of the way. They found that when students dive into hands-on activities and work together

to solve problems, it’s like unlocking a secret code to boost their confidence in Chemistry.

Imagine students huddling around lab equipment, sharing ideas, and celebrating each

breakthrough moment. It’s not just about learning formulas and reactions; it’s about feeling

empowered to take on any challenge the world of Chemistry throws their way.

Based on the study done by Chad A Bridle and Ellen J Yezierski. The use of inquiry-

based learning is used as an instruction of the equations leading to chemistry such as

density and velocity. As a result, though few had unclear results the use of inquiry-based

learning had an effect on the way chemistry was taught through observation.

The study conducted by Ikeoluwa Folasade Adeoye and Duro Ajeyalemi where

inquiry-based learning was used to look into how it affects the chemistry students’

conceptual understanding of chemical kinetics and equilibrium through the use of the

Teacher Demonstration (TD), Predict-Discuss-Investigate-Discuss (PDID), and Investigate

Discuss (ID) techniques. Results demonstrated that PDID, as opposed to ID, was more

successful in advancing knowledge at the microscopic and symbolic levels. In order to

enhance students’ understanding of chemistry material representations, the study suggests

using ID and PDID learning techniques for teaching chemistry.

In the study where the effectiveness of inquiry-based learning in chemistry

education, focused on undergraduate performance in college chemistry curricula. Where it

was observed to have the need for repetition of concepts and specific feedback from

instructors to construct knowledge about precision and accuracy. Had found that enhanced
learning was observed in Introductory Chemistry I Laboratories through CLIP, supported

by concept/skill training, feedback, and student-centered activities. Ruomei Gao and Judith

Lloyd (2020).

A research study done by Kong-Ching Wong et al (2023). Inquiry based learning

was used to further introduce and explore the surface of chemistry the combination of

visual learning and hands- on activities. Students’ feedback suggested that the activities

could foster interests in the subjects. Furthermore, it was demonstrated that it is possible to

combine hands-on and virtual learning in IBL, and that doing so may benefit students’

learning. With the support IBL operations with the usage of virtual laboratories.

In a study conducted by Suhadi Ibnu et al. (2020). Where inquiry-based learning

effects the students development to improve students’ multiple higher-order thinking skills

(M-HOTS), such as thinking critically, analytically, creatively, and practically (CACP) in

the prospective of the chemistry teachers. It resulted that the experiment group significantly

improved their CACP thinking skills and mastery of organic chemistry concepts, while the

control group had low or medium scores in practical thinking skills and critical, analytical,

and creative thinking. And NIBL model significantly improved prospective chemistry

teachers’ M-HOTS.

Analytical Chemistry is a very difficult skill for students to learn in the Indonesian

National Qualification Framework as it is loaded with calculation and applicative

discovery. To overcome it the researchers used Inquiry based learning (IBL) to find its

effectiveness in this particular case. This resulted in having a positive impact as according

to the results, innovation of guided inquiry-based learning with creative thinking ability is
recommended to improve students’ scientific process skill especially for chemistry courses.

Anna Juniar et al. (2021).

A research study conducted In Hungary by Veronika Németh et al. (2023). Tested

the effectiveness of guided inquiry-based learning in chemistry education. The study found

that guided inquiry learning is suitable for new students if appropriate scaffolding is given.

As the most critical steps in the learning process were formulating hypotheses, recording

observations, and evaluating the hypotheses based on evidence. However, over half of the

groups disregarded the collected evidence and accepted their original hypotheses,

suggesting they did not understand the true nature of the scientific inquiry. Though the

students enjoyed the inquiry session, there was in some cases an overestimation of the

student’s inquiry skills.

According to Hadiyanto Sahputra (2017), where understanding concepts of subjects

in a step-by-step technique. The study used Inquiry based learning with the small step

technique to make chemistry easier to understand and give students motivation to learn it.

This resulted in positive responses and had positive learning outcomes when it comes to

these methods.

Inquiry based learning in this study was used with a combination of the

development model to identify the reaction rate of students when solving in chemistry, it

was tested in terms of the valid, practical, and effective ways of learning. Sugiarti et al.

(2017)

Dwi Wahyudiati(2022) stated in a research study where inquiry based learning was

used to know the impact of it on the critical thinking skills and scientific attitudes of pre-
service chemistry teachers in Basic Chemistry 1.With the use pre-test and post-test data.

The study found that most students had analytical skills and attitudes towards scientific

investigations, while the IBL model had a significant effect on these skills.

As stated in a study conducted by Masha Smallhorn et al. (2015). Inquiry-based

activities can enhance student engagement and critical thinking skills. In science

laboratories, students were redeveloped into guided-inquiry teams, exposing them to

experiments. This approach resulted in improved student satisfaction and learning

outcomes. In the surveys and exam data showed high levels of satisfaction and significant

improvement in learning outcomes. All disciplines would consider including inquiry-based

activities to foster independent learners and improve engagement and learning outcomes.

In the study that focuses on inquiry-based learning applications and methods in

science. Inquiry-based learning was used in science education to involve students actively

participating in experimental procedures, leading to higher performance achievements

compared to traditional lecturing. The method involves formulating hypotheses and testing

them through experimentation and observation. The evolution of Information and

Communication Technology (ICT) has contributed to the popularity of inquiry-based

learning. Virtual reality laboratories offer the same scientific inquiry as hands-on

experiments, but with the advantages of a virtual environment. Athanasios Sypass (2020)

A research study conducted by Ronilo Palle Antonio and Maricar Sison Prudent

(2024). Where inquiry-based learning was used as an approach in science education to

discover its effectiveness to enhance students’ higher-order thinking skills. In the study it

resulted that these approaches maximize students’ higher order thinking skills, regardless

of their educational level or scientific discipline. The positive findings suggest that science
teachers should adapt these approaches to enhance their teaching practices and support

students in strengthening their higher order thinking skills.

The research study evaluates the way a structured Inquiry-based activity based on

protein mass and size was carried out in a STEM course. The activity promotes learning

goals and enhances confidence and theoretical concept mastery. Students are able to select

relevant methods and conduct precise data analysis on experiments. In the results, using a

structured questionnaire can help show that the author understands the limitations of the

technology. All in all, the exercise produced positive conceptual changes. W.Valsecchi et

al. (2024)

Cabagua et al. (2019) stated that inquiry-based learning is a learning approach that

emphasizes the student’s role in the learning process. The students are encouraged explore

the material, ask, and share ideas. This means that it allows them to build knowledge

through exploration, experience, and discussion. Because students aren’t just hearing or

writing what their learning. Instead, students get the chance to explore topics more deeply,

and learn from their own experience in order for them to stand their own ways.

According to Santos (n.d.), one of the factors that is affecting the students’ learning

or academic performance is the teacher’s teaching methods or approaches. Once a teacher

fails to prepare a facilitation plan and method in teaching lesson, there is a high possibility

that his/her learners will also fail to understand the lesson. Hence, poor teaching method

and approach can cause poor academic performance in their subject. The theories of

education propose various teaching instructions to address poor academic performance of

learners. One of these is the inquiry base learning or inquiry-based learning approach which

is a foundation of students centered instruction (Santos, n.d.). The Inquiry-Based Learning

is a pedagogical approach that encourages learners to explore academic content by posing,

investigating, and answering questions. In addition, many studies established that IBL is

effective in enhancing students academic performance.

In the study by Aregehagn et al. (2022). Focused on converting students’ non-

scientific knowledge schemes into scientific ones. Widely researched, guided inquiry-

based learning (GIBL) was employed as a strategy to dismiss each student’s non-scientific

ideas about science. And drew the conclusion that GIBL significantly changed the students’

knowledge systems from non-scientific to scientific.

According to Lumabit and Roberto G. Sagge (2020), this study’s objective was to

develop and evaluate an inquiry-based learning module for general mathematics for

students in grade 11. The modified Borg and Gall model, which includes curriculum guide

inspection, planning, product development, assessment instrument design, development of

the instructional materials, validation of mathematics teachers and experts, revisions,

limited student trial, and the finalization of the instructional material, was used in the

development of the module. To facilitate teaching and learning, the researcher recommends

Grade 11 teachers and students use the developed inquiry-based learning module for

General Mathematics.
 Conceptual Framework

The researchers used IV DV model to gain a better understanding of the study. The

following graphic depicts the study’s flow, with the boxes representing the independent,

dependent, moderating, mediating, and control variables.

Mediating Variable
Difficulty learning Chemistry

Dependent Variable
Independent Variable
Performance or Grade 11
Inquiry-based Learning
STEM Students

Moderating Variable
Control Variable
Chemistry Learning
STEM Chemistry Students
foundation
Research Paradigm

The box that contains the effectiveness of inquiry-based learning which serves as

the predictor or explanatory variable.

The box containing grade 11 stem students on chemistry basis for Action plan

which serves as the response or outcome variables.

The box that contains the chemistry students links the independent and dependent

variables, and the box containing the grade 11 stem students influences the strength and

direction of the connection.

The box containing Grade 11 STEM student of Tanauan Institute is the variable that

held constant or constrained in the study. It is not relevant to the study’s aims but is

controlled since it has the potential to influence the outcomes.

 Chapter 3

METHODOLOGY

This chapter presents a description of the research design, respondents of the study,

research instrument, and data gathering procedure. Methods have been used in this study

to determine the effectiveness of Inquiry-Based learning on chemistry of grade 11 stem

students at Tanuan Institute.

Research Design

This study made used of descriptive research method as it looked to determine the

learning of chemistry of grade 11 STEM students in inquiry-based learning.

According to Singh (2023), descriptive research is an exploratory research method

that helps researchers to describe a population, circumstances, and phenomena. It focuses

on answering what, where, when, and how questions, but not why questions. This shows

that it does not include changing the study factors and does not establish cause-and-effect

relationships.

Descriptive method fits this study because this research aims to explore the

effectiveness of inquiry based learning in learning chemistry of grade 11 STEM students .

Respondents of the Study

The respondents of this study will consist of twelve (12) Grade 11 STEM students

in Tanauan Institute. The researchers have decided to select students only from STEM
department as Chemistry is a specialized subject under STEM. Each participant will be an

average student from section A (excluding B) to G, they are chosen as they are the ones

who manifest a characteristic that the researchers need in their sample.

Data Gathering Instruments

The survey instrument was used in this study to gather the necessary data and

information to measure the effectiveness of IBL toward grade 11 stem students learning on

chemistry. The survey questionaire was composed of ten (10) questions.

Construction. The researchers conducted extensive study on notions, concepts, and

literature to get necessary data and information for the development of survey

questionnaire.

Validation. To ensure the validity of the study questionnaire, the first draft was sent

to the Practical Research instructor. After the study’s instrument had been properly

validated and the questionnaire was ready to be conducted, the experts validated it.

Administration. The questions were given out to the participants personally. The

researchers will collect the data as soon as they finish answering them. Before ending the

retrieval, the researchers reviewed the given questionnaire to ensure that all the questions

are addressed appropriately.

Data Gathering Procedure

Prior to disseminating the questionnaires, the researchers requested an approval

from the school head to conduct the study. The researchers also consulted their Practical

Research instructor to verify the research title and their review of related literature. Upon

receiving approval, the researchers personally handed the questionnaires to the

participants, with the request to answer it with honesty and genuine to fulfill the study’s

objectives. This structured approach enhances the credibility and validity of the study’s

findings, contributing to a comprehensive understanding of the research topic.

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