1Lahaina Ederon, 2John Vincent Aliazas
1Del Remedio Elementary School, San Pablo City, Philippines
2Laguna State Polytechnic University, San Pablo City, Philippines
DOI : https://doi.org/10.47191/ijmra/v7-i04-40Google Scholar Download Pdf
ABSTRACT:
Poor science education techniques may lead to low science competence. The shift in education tends to be in distance learning, which negatively impacts Philippine Education. Consequently, educators are looking for the best innovations to help bridge the science education gap, especially in teaching techniques. This study focuses on developing an inquiry-based learning resource to enhance the integrated science process skills of Grade 4 students in Science at Del Remedio Elementary School, San Pablo City, Philippines. Descriptive-developmental methodology was used for this study, which is a process aimed at developing and evaluating a learning tool. The participants of this research are the grade 4 learners of Del Remedio Elementary School. The developed inquiry-based learning resources meet the criteria of being highly acceptable in terms of graphic design and layout feasibility, construction feasibility, language feasibility, and content feasibility, as per the findings. The dependent samples t-test revealed that students' pre-test and post-test scores are significantly different from their integrated science process skills; this implies that their grades improved after inquiry-based learning. The Pearson Product-Moment correlation shows a significant relationship between the students; inquiry-based learning technique and their level of integrated science process skills, with a significant level of 0.05. This led to the conclusion that the technique implemented to be used in the developed resource material helps students improve their understanding of the lesson, leading them to higher achievements.
KEYWORDS:inquiry-based science education, integrated science process skills, teaching strategy
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