INQUIRY-BASED LEARNING AND ACADEMIC PERFORMANCE OF GRADE 7 STUDENTS: BASIS FOR LEARNING ACTION CELL PLAN

Abstract

This study aimed to determine the effectiveness of Inquiry-Based Learning (IBL) on the academic performance of Grade 7 learners in Mansalay District, Division of Oriental Mindoro. The research assessed the extent of IBL implementation, the level of academic performance, and the relationship between IBL and academic outcomes. The research employed a descriptive correlational and comparative design, utilizing a researcher-made questionnaire to gather data from 258 Grade 7 students across selected secondary schools, and statistical analyses included frequency and percentage distributions, ranking, Kendall-tau correlation, and the Kruskal-Wallis H test. The findings indicated a low extent of IBL implementation in classroom management (mean = 2.33), subject matter mastery (mean = 2.44), and strategies and methodologies (mean = 2.46), alongside a moderate extent in monitoring and evaluation of the 7E’s (mean = 2.53), with most students demonstrating "Satisfactory" (33.72%), "Outstanding" (29.07%), and "Very Satisfactory" (25.19%) academic performance. Findings revealed a low extent of IBL implementation in classroom management, subject matter mastery, and teaching strategies, despite a moderate implementation in monitoring and evaluation. Although most students demonstrated satisfactory academic performance, no significant correlation was found between IBL implementation and academic achievement. The study concludes that enhancing teacher training and support in key areas such as classroom management, subject mastery, and student-centered inquiry strategies is essential for improving IBL effectiveness and fostering a more engaging and successful learning environment.