V3I2P48

Adaptive Strategies and Support Systems in Implementing Inquiry-Based Learning in Physics Instruction

Ruben Anne P. Soneja^1*, Marc Paul T. Calzada², Rhea M. Cabrera³

Abstract

This qualitative descriptive study examined the adaptive strategies and support systems employed by Junior High School Physics teachers in implementing Inquiry-Based Learning (IBL) in the Schools Division of Ilocos Norte (SDOIN), Philippines. Anchored on the growing emphasis on student-centered and inquiry-driven science instruction, the study sought to identify how teachers respond to instructional challenges and sustain IBL practices in resource-constrained contexts. Participants were purposively selected Physics teachers from public secondary schools with demonstrated experience in implementing IBL. Data were gathered through survey questionnaires with open-ended responses and semi-structured interviews, and were analyzed using Braun and Clarke’s (2006) thematic analysis framework. Findings revealed four major adaptive strategies: (1) differentiated and learner-responsive instruction, (2) scaffolding and guided inquiry support, (3) classroom management and instructional flexibility, and (4) collaborative learning and inclusive participation. These strategies indicate that teachers continuously modify instruction to address diverse learner needs, manage time and participation effectively, and structure inquiry tasks to balance autonomy with guidance. In terms of support systems, four themes emerged: (1) professional development and capacity building, (2) administrative and organizational support structures, (3) material and instructional resource support, and (4) peer collaboration and mentoring support. While teachers acknowledged the value of seminars, workshops, flexible leadership, and available laboratory resources, they also reported uneven access and varying levels of sustained support. Peer collaboration and mentoring were identified as critical in compensating for structural limitations. Overall, the study highlights that successful implementation of IBL in Physics depends on the dynamic interplay between teacher adaptability and multi-dimensional institutional support. Strengthening sustained professional development, resource provision, and collaborative professional communities is essential to promote meaningful and sustainable inquiry-based Physics instruction.

Keywords:

inquiry-based learning, physics instruction, adaptive strategies, support systems