Inquiry-Based Science Teaching and Learners’ Academic Engagement at Rufino I. Chungalao Science High School

Abstract

Inquiry-based science teaching has been widely promoted as an instructional approach that fosters active learning, critical thinking, and sustained learner engagement. In science high schools, where learners are expected to demonstrate higher-order thinking and scientific reasoning, inquiry-based instruction is particularly relevant. However, empirical studies examining how inquiry-based science teaching shapes learners’ academic engagement especially within Philippine public science high school contexts remain limited. This qualitative case study investigated how inquiry-based science teaching was implemented at Rufino I. Chungalao Science High School and how it influenced learners’ behavioral, emotional, and cognitive engagement. Data were collected through classroom observations, focus group discussions with learners, and semi-structured interviews with science teachers. Thematic analysis revealed four major findings: (1) inquiry tasks promoted active behavioral participation, (2) learner autonomy and curiosity enhanced emotional engagement, (3) collaborative investigation sustained engagement and sense-making, and (4) teacher scaffolding supported deep cognitive engagement. While learners reported heightened interest and ownership of learning, challenges related to time constraints and varying learner readiness were also identified. The study concludes that inquiry-based science teaching meaningfully enhances academic engagement when supported by structured guidance and reflective practice. Implications for science instruction, school leadership, and future research are discussed.