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Abstract
This qualitative research study investigates the experiences of Grade 12 STEM students in inquiry-based learning in physics at a private high school in Central Mindanao. The study aims to understand the challenges and benefits of this teaching approach, considering factors such as gender, academic performance, and prior exposure to inquiry-based learning (IBL). The study involved ten students who were selected through purposive sampling. The data were collected through one-on-one interviews. The findings reveal that the most challenging experience students faced in inquiry-based learning are problem-solving, lecture and laboratory activities, and theoretical concepts. Meanwhile, the benefits of IBL include collaborative learning, interactive discussions, and enhanced interest in learning. Most students preferred hands-on learning, while few preferred auditory and visual learning. The study suggests that development in IBL can be made based on students' challenges and learning styles, and the benefits that they can get from the approach in a supportive learning environment.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Bogador, C. J., Camarao, M. K. G., Matunding, C. G., & Sombria, K. J. F. (2024). Challenges and Benefits of Inquiry-Based Learning in Physics. International Journal of Multidisciplinary: Applied Business and Education Research, 5(7), 2716-2732. https://doi.org/10.11594/ijmaber.05.07.26
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Bhandari, P. (2022). What Is Quantitative Re-search? | Definition, Uses & Methods. The Journal of Applied Economic Research, 15(1), pp 7-21. DOI: 10.1177/0973801020981161
Bioco, M. S., & Echaure, J. S. (2021). Inquiry-Based Teaching Practices, Attitudes, and Difficulties of Secondary Science Teach-ers in Masinloc District Division of Zam-bales for S.Y. 2020-2021. International Journal of Multidisciplinary: Applied Busi-ness and Education Research, 2(11), 1074-1084. https://doi.org/10.11594/10.11594/ijmaber.02.11.08
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Cairns, D. Areepattamannil. S. (2019) Explor-ing the relations of inquiry-based teach-ing to science achievement and disposi-tions in 54 countries. Res. Sci. Educ. 49 1–23. 10.1007/s11165-017-9639-x https://www.researchgate.net/publication/317491929_Exploring_the_Relations_of_Inquiry-Based_Teaching_to_Science_Achievement_and_Dispositions_in_54_Countries
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Chang, H. Y. (2013) Teacher guidance to medi-ate student inquiry through interactive dynamic visualizations. Instructional Sci-ence, 41, 895-920. https://www.researchgate.net/publication/235702501_Teacher_guidance_to_medi-ate_student_inquiry_throughinteractive_dynamic_visualizations
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Creswell, John W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed. (5). Los An-geles: SAGE Publications.
De Jong et al. (2023). Let's talk evidence – The case for combining inquiry-based and di-rect instruction. Educational Research Review, 39, 100536. https://doi.org/10.1016/j.edurev.2023.100536
Deslauriers, L. Mc Carty, L. S. Miller, K. Calla-ghan, K. & Kestin, G. (2019) Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the Na-tional Academy of Sciences, 116(39), 19251-19257. https://www.pnas.org/doi/abs/10.1073/pnas.1821936116?referralCode=cnfg6x0
Erinosho, S. Y. (2013) How do students per-ceive the difficulty of physics in second-ary school? An exploratory study in Nige-ria. International Journal for Cross-Disciplinary Subjects in Education, 3(3), 1510-1515. https://www.researchgate.net/publication/307742474_How_Do_Students_Perceive_the_Difficulty_of_Physics_in_Secondary_School_An_Exploratory_Study_in_Nigeria
Fan, J.Y. Ye, J.H. (2022) The effectiveness of inquiry and practice during project de-sign courses at a technology university. Frontiers in Psychology, 13, 859164. https://www.frontiersin.org/journals/psycholo-gy/articles/10.3389/fpsyg.2022.859164/full
Federici, R. A, Skaalvik, E. M. (2014) Students' Perceptions of Emotional and Instrumen-tal Teacher Support: Relations with Moti-vational and Emotional Responses. Inter-national education studies, 7(1), 21-36. https://www.researchgate.net/publication/280317704_Students'_Perceptions_of_Emotion-al_and_Instrumental_Teacher_Support_Rela-tions_with_Motivational_and_Emotional_Responses
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Gungor, K. H. Ozkan, İ. (2011) The effect of the 5e ınstructional model enriched with cooperative learning and animations on seventh-grade students’ academic achievement and scientific attitudes. In-ternational Electronic Journal of Elemen-tary Education, 9(1), 21. https://www.iejee.com/index.php/IEJEE/article/view/143
Guraya, S. Y., & Abdalla, M. E. (2020). Deter-mining the effectiveness of peer-assisted learning in medical education: A system-atic review and meta-analysis. Journal of Taibah University Medical Sciences, 15(3), 177-184. https://doi.org/10.1016/j.jtumed.2020.05.002
Heng, K. Sol, K. (2022) Education: Key to mak-ing Cambodia great again. Cambodia De-velopment Center, 4(3), 1-18. https://cd-center.org/wp-con-tent/uploads/2022/06/P124_V4IS3_20220621_EN.pdf
Iqbal, M., Velan, G. M., O’Sullivan, A. J., & Bal-asooriya, C. (2016). Differential impact of student behaviours on group interaction and collaborative learning: medical stu-dents’ and tutors’ perspectives. BMC med-ical education, 16, 1-11. https://www.scopus.com/record/display.uri?eid=2-s2.0-84983372758&origin=inward&txGid=8df9c379c8d8c92edf4e2fab02977447
Jang, S. J. (2008) Innovations in science teach-er education: Effects of integrating tech-nology and team-teaching strate-gies. Computers & Education, 51(2), 646-659. https://www.researchgate.net/publication/222310120_Innovations_in_science_teacher_education_Effects_of_integrating_technology_and_team-teaching_strategies
Jerrim, J. Oliver, M. Sims, S. (2020) The rela-tionship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in Eng-land. Learn. Instr. 10.1016/j.learninstruc.2020.101310. https://www.sciencedirect.com/science/article/pii/S0959475220301006
Kayalar, Filiz & Kayalar, Fethi. (2017). The ef-fects of Auditory Learning Strategy on Learning Skills of Language Learners (Students' Views). IOSR Journal Of Hu-manities And Social Science (IOSR-JHSS). 22. http://doi.org/10.9790/0837-2210070410.
Kim, M. S. (2014). Doing social constructivist research means making empathic and aesthetic connections with participants. European Early Childhood Education Re-search Journal, 22(4), 538-553. https://www.researchgate.net/publication/267397255_Doing_social_constructivist_research_means_making_empathic_and_aesthetic_connections_with_participants
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Korkman, N. Metin, M. (2021) The Effect of Inquiry-Based Collaborative Learning and Inquiry-Based Online Collaborative Learning on Success and Permanent Learning of Students. Journal of Science Learning, 4(2), 151-159. https://www.researchgate.net/publication/350343100_The_Effect_of_Inquiry-Based_Collaborative_Learning_and_Inquiry-Based_Online_Collaborative_Learning_on_Suc-cess_and_Permanent_Learning_of_Students
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Lee, et al, (2014) Extending inquiry-based ed-ucation in creative disciplines through as-sessment. In Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators (pp. 345-368). Emerald Group Publishing Limited. https://www.researchgate.net/publication/272818815_Inquiry-Based_Learning_for_Arts_Humanities_and_Social_Sciences_Programs
Lohri, R. S. (2008) Learning styles and visual literacy for learning and performance. Procedia-Social and Behavioral Sciences, 176, 538-545. https://core.ac.uk/download/pdf/82167009.pdf
Lumabit, A. M. C., & Sagge, Jr., R. G. (1). An In-quiry-Based Learning Module for General Mathematics: Its’ Development and Eval-uation. International Journal of Multidis-ciplinary: Applied Business and Education Research, 4(8), 2749-2756. https://doi.org/10.11594/ijmaber.04.08.08
Miller, D. K. (2014) The effect of inquiry-based, hands-on labs on achievement in middle school science. Liberty University. https://www.proquest.com/openview/1f1b292e96f7c2890c8135fc2fa60f96/1?pq-origsite=gscholar&cbl=18750
Misra, P. K. (2019) Teaching Teachers to Use Constructivist Approaches: A Proposal. Journal on School Educational Technolo-gy, 14(4), 56-63. https://eric.ed.gov/?id=EJ1222144
Mohanty, S. (2001) A study to analyze the ef-fectiveness of audio-visual aids in the teaching-learning process at university level. Procedia-Social and Behavioral Sci-ences, 28, 78-81. https://www.sciencedirect.com/science/article/pii/S1877042811024554
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