Chapter 4

The Effect of Inquiry-Based Lessons on the Conceptual Understanding of the

Learners in General Chemistry 1

Pre-experimental research was employed to conduct the demo teaching of this

study. Pre-test and post-test findings were used as the source of data. The pretest and

post-test are two type of test with the same questions that used to test the use of

inquiry-based lessons in General Chemistry 1. Before starting the lesson, pre-test was

given to the students to test their knowledge about the topic to be discussed. Then, after

the lesson, post-test was given to the students. The result of the student’s pre-test and

post-test are shown below. The outcome of the pre-test and post-test regarding the

findings of the result are described below.

Experimental Group
PRE-TEST POST TEST
Mean Score Performance Description Mean Score Performance Description
Level Level
12 60% Near 18 90% Near Full
Mastery Mastery
12 60% Near 18 90% Near Full
Mastery Mastery
12 60% Near 17 85% Near Full
Mastery Mastery
11 55% Near 17 85% Near Full
Mastery Mastery
11 55% Near 17 85% Near Full
Mastery Mastery
11 55% Near 16 80% Mastery
Mastery
10 50% Low 16 80% Mastery
Mastery
10 50% Low 16 80% Mastery
Mastery
10 50% Low 15 75% Mastery
 Mastery
9 45% Low 15 75% Mastery
Mastery
9 45% Low 15 75% Mastery
Mastery
9 45% Low 15 75% Mastery
Mastery
9 45% Low 15 75% Mastery
Mastery
9 45% Low 15 75% Mastery
Mastery
9 45% Low 15 75% Mastery
Mastery
8 40% Low 15 75% Mastery
Mastery
8 40% Low 14 70% Near
Mastery Mastery
8 40% Low 14 70% Near
Mastery Mastery
8 40% Low 14 70% Near
Mastery Mastery
7 35% Low 13 65% Near
Mastery Mastery
7 35% Low 13 65% Near
Mastery Mastery
7 35% Low 13 65% Near
Mastery Mastery
7 35% Low 13 65% Near
Mastery Mastery
7 35% Low 12 60% Near
Mastery Mastery
7 35% Low 12 60% Near
Mastery Mastery
7 35% Low 12 60% Near
Mastery Mastery
7 35% Low 12 60% Near
Mastery Mastery
6 30% Low 11 55% Near
Mastery Mastery
6 30% Low 10 50% Low
Mastery Mastery
6 30% Low 10 50% Low
Mastery Mastery
6 30% Low 10 50% Low
Mastery Mastery
5 25% Low 10 50% Low
 Mastery Mastery
5 25% Low 10 50% Low
Mastery Mastery
5 25% Low 10 50% Low
Mastery Mastery
5 25% Low 10 50% Low
Mastery Mastery
3 15% Very Low 10 50% Low
Mastery Mastery

A total number of 36 students, which __ boys and __ girls, from San Lorenzo

National High School participated in the study.

Pre-Test Result
Before starting the lesson, the researchers first distributed the pre-test

questionnaire to the students. The pre-test is consisting of 20 different questions that

will assess if the students have a knowledge about the topic to be taught. The

questionnaire was only based on the topic “Lewis Dot Structure” and “Octet Rule”. The

20 items test were multiple choice type of questions. 36 students answered the

questionnaire before starting the lesson. There are 3 students who got the score of 12

and 3 students scored 11, there performance level is 60% which is near mastery. 30

students got the score that ranges from 3-10, there performance level is from 15% to

50% which is from low mastery to very low mastery.

Post Test Result

After the discussion of the two topic, the researchers distributed the post-test

questionnaire which is 20 items of multiple choice type questions and consist of the
same question in the pre-test. The post test will serve as an evaluation for the students

if they meet the learning outcomes of the lesson and learn on the topic “Lewis Dot

Structure and “Octet Rule”. There are 5 students who got the score of 17-18, there

performance level is 85% to 90% which is near full mastery. 11 students that scored 15-

16, there performance level is 75% to 80% which have mastery in the subject. 12

students got the score from 11-14, there performance level is 55% to 70% which is near

mastery. 8 students got the score of 10 out of 20 items, there performance level 50%

which is low mastery.

Study about the conceptual understanding of the students.

Table 1

The Effects of Inquiry Based Lesson in the Conceptual Understanding of

Students in General Chemistry 1.

Experimental Group
PRE-TEST POST TEST
Mean Score Performanc Description Mean Score Performanc Description
e Level e Level
7.7 38.5 Low 14.11 70.5 Near
Mastery Mastery

This study employed a One-Shot Pretest-Posttest Pre-experimental Design,

involving 36 Grade 11 STEM students from San Lorenzo National High School, with 15
males and 21 females, Year 2023-2024. Data was collected through a validated 30-item
multiple-choice test, content-validated by a research adviser of General Chemistry 1.
experts, assessing students' conceptual understanding of chemical reactions. The test
was administered before and after the implementation of a structured inquiry-based
approach. The study aimed to assess the level of Grade 11 students' conceptual
understanding in General Chemistry 1 when exposed to structured inquiry-based
lessons. The study employed a One-Shot Pretest-Posttest Pre-experimental Design,
administering a pretest before implementation and a posttest after. Participants were 36
students from Grade 11, STEM at San Lorenzo National High School (SLNHS), during
the 2023-2024 school year. Before the implementation, most students demonstrated
low mastery conceptual understanding, with only a small percentage achieving average
or low mastery levels. However, after being exposed to structured inquiry-based
lessons, a substantial improvement was observed in students' post-test scores. The
mean score results further supported the effectiveness of the structured inquiry-based
lesson approach, showing a notable increase in mean post-test scores compared to
pretest scores. The study concludes that structured inquiry-based lessons significantly
enhance students' conceptual understanding and academic performance in General
Chemistry 1.
The findings of the study recommend that the Department of Education consider
implementing structure inquiry-based lessons to improve the conceptual understanding
of students. Future researchers may use this study to support further investigations into
the benefits of structured inquiry-based learning.

The study is supported by existing research. Karpudewan et al. (2015)

highlight the limitations of passive learning approaches in fostering robust conceptual
knowledge, emphasizing the need for more active learning methods. Additionally,
Mutoharo et al. (2015) assert that student motivation significantly contributes to
understanding science concepts, aligning with the observed improvement in student
performance after exposure to structured inquiry-based learning. Furthermore,
Langitasari et al. (2016) suggest that conceptual understanding is best achieved
through active involvement in the inquiry process, supporting the effectiveness of
structured inquiry-based learning in enhancing student learning outcomes in Chemistry.
According to Naz and Mushtaq (2022), various research in the field of
chemistry education has explored the challenges students encounter when trying to
grasp fundamental chemistry concepts in schools. Concepts are developed through
abstraction, a process where ideas or thoughts are derived from identifying the common
properties of objects or events. The difficulties or issues that arise in understanding
these concepts, or in the process of their formation, are referred to as conceptual
difficulties. These difficulties are a major concern for educators and students alike, as
they significantly impact the learning process in chemistry. Incorporating structured
inquiry-based learning has been shown to significantly improve students' understanding
of science by actively involving them in the investigative nature of the subject. This
approach helps students connect learning materials to real-world contexts and
cultivates critical thinking abilities. In the domain of chemistry, structured inquiry-based
learning not only enhances comprehension but also promotes active student
engagement, leading to a deeper grasp of concepts (Kwitonda et al., 2021).
Additionally, research conducted by Szalay (2015) supports these findings,
demonstrating that structured inquiry-based activities enhance students' cognitive skills
in chemistry and contribute to a more effective and engaging learning experience.
Furthermore, the results are supported by the study of Kwitonda et al. (2021), which
states that the use of structured inquiry-based learning in chemistry education has
several benefits. It makes the subject more understandable for students and
encourages them to actively participate in the learning process.
Recommendations

The study's findings have led to the following recommendations:

The Department of Education Teachers should consider implementing structured

inquiry-based learning to improve students' conceptual understanding in General
Chemistry 1. This approach is rooted in the belief that when students engage in
structured inquiry, they are more likely to develop a deeper understanding of the subject
matter compared to traditional teaching methods. They may use structured inquiry-
based learning to provide students with a clear framework and specific guidelines while
allowing them the freedom to explore and investigate within these boundaries. This
method balances guidance with autonomy, helping students develop critical thinking
skills, enhance their problem-solving abilities, and engage more actively with the
content.
The Department of Education Teachers should use this as a tool to improve
students' learning outcomes. By engaging in inquiry-based activities, students are
encouraged to ask questions, design experiments, collect and analyze data, and draw
conclusions based on their findings. This process not only reinforces their conceptual
knowledge but also helps them understand the application of theoretical concepts in
practical scenarios.
Future researchers may utilize this study to explore further the benefits of structured
inquiry-based learning in Chemistry education. They can investigate various
dimensions, such as the long-term retention of knowledge, the development of scientific
skills, and the impact on students' attitudes toward Chemistry.