Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

This study addresses the persistent challenge in physics education, wherein students often develop weak conceptual understanding and limited problem-solving skills due to traditional, memorization-driven instructional approaches. Inquiry-Based Learning (IBL), while recognized as an effective pedagogical strategy, remains underutilized and insufficiently examined in secondary physics settings, leaving a gap in understanding how its specific phases influence learning outcomes. This research responds to this gap by assessing the impact of IBL on students’ conceptual understanding and problem-solving performance. Using a quantitative descriptive-correlational design, the study involves 382 Grade 10 students from Malabog National High School and uses a researcher-made, expert-validated survey questionnaire with high reliability (Cronbach’s α > 0.80). Results revealed that all IBL phases, namely questioning, investigating, explaining, and reflecting, had significant positive correlations with conceptual understanding and problem-solving, with the reflecting phase showing the strongest effect (r = .442). Student engagement also demonstrated a moderate positive relationship with learning outcomes (r = .462), indicating its critical role in successful IBL implementation. These findings implied that integrating structured inquiry, guided reflection, and active student participation could meaningfully enhance physics learning. The study recommended broader adoption of IBL and further research on its long-term effects and digital integration.

Keywords

conceptual understanding, student engagement, inquiry-based learning, problem-solving skills, physics education