Inquiry-Based Science Pedagogy and Learners’ Academic Engagement at Andabuen National High School

Abstract

Inquiry-based pedagogy has been widely advocated as an effective instructional approach for promoting active learning and academic engagement in science education. However, empirical evidence using quasi-experimental designs in public secondary schools remains limited, particularly in rural Philippine contexts. This study employed a quasi-experimental research design to examine the effects of inquiry-based science pedagogy on learners’ academic engagement at Andabuen National High School. Two intact Grade 9 classes were assigned as the experimental group (inquiry-based instruction) and the control group (traditional lecture-based instruction). Academic engagement was measured across behavioral, emotional, and cognitive dimensions using a validated engagement questionnaire. Data were analyzed using descriptive statistics, paired samples t-tests, and independent samples t-tests. Results indicated that learners exposed to inquiry-based instruction demonstrated significantly higher post-test engagement across all dimensions compared to those in the control group. The findings provide empirical support for inquiry-based pedagogy as an effective approach for enhancing academic engagement in secondary science classrooms.