V3I1P86

Development of an Inquiry-based Learning Training Program for Junior High School Physics Teachers

John Lord N. Judalena, Vida V. Antonio, Marc Paul T. Calzada

Abstract

Learner-centered instructional approaches that engage students in questioning, investigating, and reflecting are essential for developing critical thinking and conceptual understanding in Physics. This study examined the competence and challenges of Junior High School Physics teachers in one of the Schools Divisions in Ilocos Norte to guide the development of a tailored inquiry-based learning (IBL) training program. Using a mixed- methods explanatory sequential design, 126 teachers participated in surveys and interviews. Findings revealed that teachers demonstrated very satisfactory competence in content knowledge, pedagogy, classroom management, and professional growth, yet faced persistent challenges including limited subject mastery, constrained class time, insufficient laboratory and digital resources, and students’ readiness for self- directed inquiry. Exposure to prior IBL-related training was strongly associated with higher competence. In response, the SCIGLAT program was developed to enhance content knowledge, lesson planning, resource utilization, and strategies for engaging diverse learners. The study underscores the importance of context- specific, evidence-based professional development to bridge gaps between curriculum objectives and classroom practice, ultimately strengthening Physics instruction.

Keywords:

Challenges; Competence; Inquiry-based learning; Physics teachers; Training program