Integration of Inquiry-Based in Science, Academic Performance and Home Environment Factors of Selected Grade Seven Learners

• Ariel Bague

  Science Teacher, South Carolina

1. Ariel Bague (Science Teacher, South Carolina)
   This study aimed to determine the extent of integration of inquiry-based approach in teaching Science, learners’ performance and their home environment. Descriptive-correlational and quasi-experimental methods were utilized as the research design of the study. The participants of this study were one hundred (100) Grade 7 learners who were identified based on their grade point average of 60 to 79 in Science during the 1st quarter of the school year 2024–2025. The learners were selected using a non-random or purposive sampling technique and were divided into two groups. Homogeneity among the participants was considered by the researcher in the division of the groups. One group was assigned as the treatment group, while the other was designated as the control group. The researcher utilized pre-tests and post-tests for data collection. Data were gathered using a validated 15-item test adapted from the Science 7 module. Two sets of pre-tests and post-tests were prepared for each instructional approach. The researcher did not modify the instrument to ensure the validity and reliability of the results. The test consisted of 15 questions designed to assess participants' academic performance in selected Science lessons. This study revealed that although parental involvement fosters a supportive and positive home learning environment, it does not significantly influence students’ academic performance. In contrast, the use of inquiry-based instructional strategies demonstrated a stronger and more consistent effect on improving student achievement, particularly in the post-pandemic educational landscape. These findings suggest that while family engagement contributes to students’ motivation and emotional well-being, instructional quality and pedagogical approach play a more decisive role in determining learning outcomes. The results underscore the critical importance of effective instructional design—emphasizing active learning, critical thinking, and problem-solving—over home environment factors in modular and independent learning settings.

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