Home⇛Augustinian⇛vol. 26 no. 1 (2025)

Beliefs, Practices, and Challenges in Using an Inquiry-Based Learning Approach in Teaching Science

Lovella Mae Borneo | Joji D. Linaugo

Discipline: Education

 

Abstract:

Inquiry-Based Learning (IBL) has the potential to foster scientific literacy and critical thinking, which are crucial for the development of future scientists and informed citizens. Despite the recognized benefits of IBL, teachers face significant challenges, including limited resources, inadequate professional development, and large class sizes, particularly in economically disadvantaged areas. This study examined the beliefs, teaching practices, and challenges of implementing IBL among junior secondary school science teachers in a school division in a highly urbanized area in central Philippines. The study employed a descriptive-correlational research design to examine educators' beliefs, practices, and difficulties in implementing IBL. Data were collected from 137 science teachers using the valid and reliable Promoting Inquiry-Based Learning in Mathematics and Science Education (PRIMAS) survey instrument. Descriptive data were analyzed using mean, ranking, and standard deviation, wherever applicable. Non-parametric analysis was used for inferential questions. Science teachers generally hold favorable beliefs toward IBL. Their IBL practice was high across all demographic groups, and these groups did not differ significantly when grouped by demographic factors. Despite positive beliefs and strong implementation levels, teachers reported significant challenges in enacting IBL, with the lack of colleague support emerging as the most critical barrier. A strong positive correlation was observed between teachers' beliefs and their IBL practices, confirming that positive orientations toward inquiry directly influence the frequency and quality of its implementation. The findings served as the basis for the design and development of a series of IBL-focused Learning Action Cells for Science teachers.



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