Home⇛ISTRADOR: Research Journal on Education, Technology and Innovation⇛vol. 3 no. 2 (2025)

Pedagogical Choices In High School Biology: Inquiry-Based Vs. Gamified Learning In Teaching Organ Systems

Geoana Jane Badenas | Sarah Mikaella Hadi | Cheenee Anne Tad-y | Diana Dolor Rico

Discipline: Education

 

Abstract:

This study compared the effectiveness of inquiry-based and gamified learning approaches in teaching organ systems in Philippine high school biology. It aimed to evaluate how each method influences pedagogy and student engagement. A qualitative content analysis of lesson plans and teacher interviews were conducted, involving an experienced teacher using inquirybased strategies and a novice employing gamified techniques. Results showed that inquiry-based learning emphasized critical thinking, real-world application, and minimal reliance on technology, while gamified learning focused on motivation, interactivity, and extensive use of digital tools. Despite their differences, both approaches shared the goal of enhancing student engagement and knowledge application. Teachers’ pedagogical rationales reflected their experience levels and instructional priorities. The study concludes that both strategies offer distinct benefits and recommends a blended approach to maximize instructional effectiveness and adaptability in science education.



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