Academic Engagement of Learners in Inquiry-Focused Science Classrooms at Andabuen National High School

Abstract

Academic engagement plays a crucial role in learners’ achievement and persistence in science education, particularly in secondary school settings where abstract reasoning, inquiry, and problem-solving are emphasized. This study investigated the academic engagement of Grade 9 learners exposed to inquiry-focused science instruction at Andabuen National High School using a survey-based quantitative approach. A quasi-experimental pretest–posttest non-equivalent groups design was employed, involving an experimental group that received inquiry-focused instruction and a comparison group that experienced traditional lecture-based teaching. Academic engagement was measured across behavioral, emotional, and cognitive dimensions using a validated questionnaire. Descriptive statistics and independent samples t-tests were utilized to analyze the data. Findings revealed that learners in inquiry-focused science classrooms demonstrated significantly higher levels of academic engagement across all dimensions compared to those in traditional classrooms. The results provide empirical support for the effectiveness of inquiry-focused pedagogy in fostering learner engagement in secondary science education and offer implications for instructional practice and curriculum implementation.