CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction
Teaching is a process which is active, deliberate and orderly. It gives
information, skills, attitudes, ideas and thoughts. It focuses on maximizing
learning. Teaching and learning, creates ability to share and enhance
knowledge, but the emergence of teaching as a profession is comparatively
recent. In teaching of science, one of the main objectives is to develop
problem solving capacities. Science gives us an opportunity of critical
thinking, and integrates mans concepts of natural environment, and benefits
of the environment. Science is considered a difficult subject by students and
teachers, because they face many difficulties in teaching and learning
process. In the last two decades, a numbers of studies have been launched
in different areas of Science and its teaching. (Galileo Educational Network,
2004)
Inquiry method in learning and teaching science, promotes students
center philosophy, in which the teacher's role is as a guide or facilitator, and
teachers leave the students or learner to discover solutions of scientific
problems themselves (Galileo Educational Network, 2004). The inquiry has
equally a learning goal and a teaching approach. The students are engaged
in learning the inquiry method, which is helpful for increasing their learning
in scientific concepts, positive reception of how students know, what to know

in science subjects and their nature, skill, its application and attitude towards
science subjects. The goal of inquiry learning contains abilities to understand
the science subject by inquiry method (NRC, 2006). The researcher believe
that education should be highly individualized and provide as many
opportunities for hands-on exploration as possible. Most often, hands-on
instruction is utilized in science as the content provides ample opportunities
for investigation.
The model of education typical of 20th century classrooms was
effective for that era of human history, but the knowledge society we now
live in requires new thinking about what constitutes effective and engaging
teaching and learning. Teachers are now faced with the challenge that
former conceptions of knowledge, minds and learning no longer serve a
world where what we know is less important that what we are able to do with
knowledge in different contexts. The power of an inquiry-based approach to
teaching and learning is its potential to increase intellectual engagement and
foster deep understanding through the development of a hands-on, minds-on
and research-based disposition towards teaching and learning. Inquiry
honors the complex, interconnected nature of knowledge construction,
striving to provide opportunities for both teachers and students to
collaboratively build test and reflect on their learning. (Brand & Moore, 2011)
It is crucial to recognize that inquiry-based teaching should not be
viewed as a technique or instructional practice or method used to teach a
subject. Rather, inquiry starts with teachers as engaged learners and

researchers with the foundational belief that the topics they teach are rich,
living and generous places for wonder and exploration. (Diggs, 2009)
Inquiry is not merely having students do projects but rather strives to
nurture

deep,

discipline-based

way

of

thinking

and

doing

with

students. Inquiry involves learners tackling real-world questions, issues and

controversies, developing questioning, research and communication skills,
solving problems or creating solutions, collaborating within and beyond the
classroom,

developing

deep

understanding

of

content

knowledge,

participating in the public creation and improvement of ideas and

knowledge. (Lord T. & Orkwizky, 2006)
Inquiry is an umbrella term that covers a number of other approaches
to teaching and learning. Teaching practices that utilize a disposition of
inquiry learning include problem-based learning: or learning that starts with
an ill-structured problem or case-study, project-based learning: students
create a project or presentation as a demonstration of their understanding,
design-based learning: learning through the working design of a solution to a
complex problem.
Competence in an area of study requires factual knowledge organized
around

conceptual

application.

frameworks

Classroom

to

activities

facilitate
should

be

knowledge
designed

retrieval
to

and

develop

understanding through in-depth study of curriculum topics. Meta-cognition

(thinking about thinking) helps students take control of their learning.

Opportunities for students to define learning goals and monitor their own
understanding need to be embedded into classroom tasks.
If we are to make use of these important findings from the learning
sciences, inquiry should be viewed as a highly-structured and thoughtfully
designed-endeavor. As contrasted with minimal-guided inquiry which has
been shown to be marginally effective as a teaching technique, (Hattie)
classroom tasks that are worthy of students time and attention, relevant,
connected to the world and organized around the big ideas of a subject can
develop understanding and intellectual interest and engagement with
students.
For inquiry to be effective requires significant intellectual investment
on the part of teachers to design learning tasks that are connected to the
disciplines, to their students lives, and to the world, while focused toward
clear and achievable learning targets. It requires that teachers see
themselves as learners and researchers of both the subjects they teach and
their professional practice as a whole. However, teachers are reluctant to
incorporate inquiry into their classrooms because of the lack of familiarity
with the process. Elementary teachers in particular have a lack of confidence
in teaching science on many levels, and using inquiry feels very uncontrolled
and uncomfortable. (Smith, 2007)
Statement of the Problem
This research wants to know the level of effectiveness of teaching science through inquiry
approach Grades III-VI in Pagbilao District. Hence, therefore the study is conduct with the title

Level of Effectiveness of Inquiry Approach in Teaching Science in Grade III-VI in Pagbilao

District. Most specifically it sought to answer the following questions.
1. What is the level of effectiveness using inquiry approach in teaching science in
Grades III-VI in Pagbilao District?
2. What are the perceptions of the teacher respondents on the importance using
inquiry approach in teaching science in Grades III-VI in Pagbilao District?

Significance of the Study

The aim of this study is to determine the level of effectiveness of
inquiry approach in teaching science in Grades III-VI in Pagbilao District.
The findings of this study may be helpful first, for making learning of
science a more interesting venture for teacher and students. Second,
motivate the teacher to teach science using inquiry approach, then bringing
out student from passive learning to active learning by involving them in
activities.
Scope and Limitation
This study is concerned on the Level of effectiveness of inquiry
approach in teaching science in Grades III-VI pupils in Pagbilao District.
The study was limited to 100 Grades III-VI science teachers in Pagbilao
District

to

determine

their

perception

regarding

with

effectiveness in teaching science using inquiry approach.

Conceptual Framework
INPUT
The level of effectiveness of inquiry approach in
teaching science PROCESS
in Grades III-VI pupils in Pagbilao
District
Identifying and analyzing the level of effectiveness of
inquiry approach in teaching Science in Grades III-VI
pupils in Pagbilao District.

the

level

of

OUTPUT
The perception of the respondents for the level of
effectiveness of inquiry approach in teaching science in
Grades III-VI pupils in Pagbilao District

FIGURE 1 CONCEPTUAL OF THE PARADIGM OF THE STUDY

For the INPUT, we must expect the level of effectiveness of inquiry
approach in teaching science in Grades III-VI pupils in Pagbilao District. It totally describes the
wholeness of this research paper from which most teachers could be benefited. It also satisfies
the pupils willingness to learn in Science subject.
For the PROCESS, we will determine and analyze the level of effectiveness of
inquiry approach in teaching Science. Is it really effective? Is it a problem which hinders the
strategies of some traditional teachers? Is it helpful in developing not only the lesson but also the
student themselves?
In the OUTPUT, we will know the perceptions of the respondents using of inquiry
approach in teaching science. The perceptions which serve as a proof that inquiry approach could
benefits both the pupils and the teacher.
Definition of Terms
The following terms were used in this research study:

Effectiveness The degrees to which objectives are achieved and the extent to which targeted
problems are solved. In contrast to efficiency, effectiveness is determined without reference to
costs and whereas efficiency means doing the thing right effectiveness means doing the right
thing. http://www.businessdictionary.com/definition/effectiveness.html#ixzz3KoWba6Ue)
Inquiry is a dynamic process of being open to wonder and puzzlement and coming to know and
understand the world. As such, it is a stance that pervades all aspects of life and is essential to the
way in which knowledge is created. Inquiry is based on the belief that understanding is
constructed in the process of people working and conversing together as they pose and solve the
problems, make discoveries and rigorously testing the discoveries that arise in the course of
shared activity. (Wells, Gordon (2001). Action, talk & text: Learning & Teaching through
Inquiry. New York, NY: Teachers College Press.)
Inquiry Teaching Method: Inquiry teaching method is based on principles of finding facts after
collecting information from observations, situations, acquiring knowledge and insight in light of
these facts. The role of teacher is that of a facilitator. He provides information and resources to
students for solution of problems. (http://www.businessdictionary.com/definition/inquiry
teaching method.html#ixzz3REBgd16W)
Method

An established,

habitual, logical,

or

prescribed practice or systematic process of

achieving certain ends with accuracy and efficiency, usually in an ordered sequence of fixed
steps. (http://www.businessdictionary.com/definition/method.html#ixzz3REBgd16W)