V3I2P29

Junior High School Physics Teachers’ Perceptions of Inquiry-Based Learning

Mariefer C. Cainglit^1*, Marc Paul T. Calzada²

Abstract

This study assessed the implementation of Inquiry-Based Learning (IBL) among Junior High School physics teachers in the Schools Division of Ilocos Norte. Using a descriptive cross-sectional survey design, data were collected from all 126 physics teachers in the division through a validated questionnaire, examining their perceptions of IBL across four domains: student activities, teacher roles, lesson content, and technology integration. Results indicated that teachers hold highly positive perceptions of IBL, recognizing its role in promoting active learning, problem-solving, and real-world application. However, most of teachers had not attended any IBL-specific training, highlighting gaps in professional development. Teachers also reported challenges in technology integration due to limited training, resources, and institutional support. The findings reveal strong theoretical acceptance of IBL but practical limitations in its implementation. These results underscore the need for professional development initiatives and improved institutional support to strengthen teachers’ pedagogical and technological competencies, thereby enhancing the effective implementation of inquiry-based learning in junior high school physics education.

Keywords:

inquiry-based learning, physics education, professional development, implication, perception