V3I2P11

Extent of Integration of Inquiry-Based Learning in Junior High School Physics Classroom

Karen Mae L. Labis, Rhea M. Cabrera, Marc Paul T. Calzada

Abstract

This study examined the profile of junior high school physics teachers in the Schools Division of Ilocos Norte and determined the relationship between selected demographic and professional variables and the extent of integration of inquiry-based learning in physics instruction. A descriptive correlational research design was employed, involving 126 teachers who responded to a validated survey instrument that measured both their personal and professional characteristics and the extent of inquiry-based learning integration in lesson planning. The findings showed that the overall extent of inquiry-based learning integration was high, with teachers consistently incorporating inquiry-focused objectives, student-centered learning activities, alignment with curriculum standards, and assessment strategies that emphasize higher-order thinking skills. Further analysis revealed that sex was not significantly related to the extent of inquiry-based learning integration, while age and years of teaching experience showed weak but significant relationships. In contrast, highest educational attainment, teaching position, and participation in inquiry-based learning-related trainings were significantly associated with greater integration of inquiry-based strategies, with training emerging as the strongest influencing factor. The results indicate that the effective integration of inquiry-based learning in junior high school physics classrooms is influenced more by professional preparation and access to relevant training than by demographic characteristics. The study emphasizes the importance of sustained and focused professional development programs that equip physics teachers with the knowledge and skills needed to strengthen inquiry-oriented lesson planning and instructional practices, thereby enhancing the quality of Physics teaching and learning.

Keywords:

Inquiry-Based Learning; Integration; Junior High School; Physics Classroom