Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 3 (2025)

Learning Inquiry Strategies and Learners' Knowledge Retention

Ronie Ponce | Leo Jade Matalubos

Discipline: Education

 

Abstract:

This study investigated the correlations between learning inquiry strategies and knowledge retention among Grade 6 learners in District 2 of Maramag, Bukidnon, for the 2024-2025 school year. Specifically, it evaluated the level of various learning inquiry strategies—questioning techniques, hands-on activities, scaffolding and guidance, authentic materials, and reflection—and their impact on learners' knowledge retention. A descriptive-correlational research design was used, with 256 learners selected through simple random sampling. Data were analyzed using mean, standard deviation, and Pearson product-moment correlation. Findings revealed that questioning techniques and hands-on activities were rated high, while scaffolding, authentic materials, and reflection were rated very high. This highlights the effectiveness of interactive, practical, and real-world learning experiences in fostering student engagement and understanding. Additionally, knowledge retention among learners was high, suggesting that diverse and active learning methods support effective retention. A significant correlation was found between inquiry strategies and knowledge retention, underscoring the value of combining questioning, hands-on activities, structured guidance, authentic materials, and reflective practices. These findings suggest that incorporating a variety of evidence-based instructional strategies can enhance student engagement and improve knowledge retention, making them valuable tools for teachers aiming to optimize learning outcomes.



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