Learner Engagement and Inquiry-Based Science Instruction in Junior High School: Educational Experiences of Grade 9 Learners in a Philippine Public Secondary School

Authors

  • KAYCEERONA NANGOROG Northeastern College Santiago City Philippines Author
  • DR. ALMA GONZALES Author

DOI:

https://doi.org/10.64358/dc49yz13

Keywords:

inquiry-based learning, Science education, learner engagement, junior high school, critical thinking, qualitative study, Philippines

Abstract

Abstract

This qualitative study explored learner engagement and inquiry-based Science instruction among Grade 9 learners at San Pablo National High School. The study aimed to examine how inquiry-based instructional practices influence learner participation, critical thinking, and classroom engagement in Science education within a Philippine public secondary school context. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving Science teachers and selected Grade 9 learners. Thematic analysis revealed four major themes: (1) inquiry-driven and experiential science learning, (2) collaborative and participatory learner engagement, (3) critical thinking and problem-solving development through inquiry activities, and (4) instructional and classroom challenges in implementing inquiry-based Science education. Findings showed that inquiry-based instructional practices such as experimentation, collaborative investigations, questioning activities, and problem-solving tasks significantly enhanced learners’ participation, curiosity, and engagement in Science classes. Learners became more motivated and confident when classroom instruction encouraged exploration, experimentation, and collaborative learning. However, inadequate laboratory facilities, limited instructional resources, time constraints, and varying learner readiness affected the implementation of inquiry-based instruction. The study concludes that inquiry-based Science instruction contributes positively to learner engagement, critical thinking, and meaningful learning experiences among junior high school learners. Strengthening instructional support, laboratory resources, and teacher professional development is recommended to improve inquiry-based Science education in Philippine public secondary schools.

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Published

2026-03-31

Issue

Vol. 2 No. 1 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles