Improving Math Achievement through Inquiry-Based Learning

454 GRC BLDG. Rizal A Avenuwvenue Ext.,cor.
9th Avenue
1
Grace Park, Caloocan City
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Mathematics is a human endeavor in which student finds it difficult that they
never know what they are talking about and for students who do not perform well in
this subject they find it irrelevant in their daily lives. Indeed, no matter how much
attention they pay in understanding Mathematics still the students find it boring and
not interesting at all. As a result, they neglect the idea of Mathematics because of
this negative perception. Consequently, these difficulties in learning Mathematics
oftentimes result to poor achievement. This is the reality and the reason why most of
the teachers have been facing and struggling right now to find a solution to the
students' poor achievement in Mathematics.
The increasing pressure of a students' in Mathematics continue to place for
improving the performance of the students toward Mathematics are reflected on their
steadfast poor achievement. This is constantly supported by the Trend in
International Mathematics and Science Study (TIMSS). As stated by de Dios (2013),
who wrote the information about the result of TIMSS 2011 in the blog of Philippine
Basic Education (2013), that the Philippines participated only in 1999 and 2003 with
a ranked in the third and fourth-to the last-among the countries who participated in
Trend in International Mathematics and Science Study (TIMSS) with the following
scores, 345 and 378, respectively. However, the country took part in the Advanced
454 GRC BLDG. Rizal A Avenuwvenue Ext.,cor. 9th Avenue
2
TIMSS 2008 where it scored 355. Students only from the science high schools and
the elite private institution in Philippines participated in 2008. The results of students
achievement test indicated are very poor performance. Eventhough, the Philippines
chose to represent the students in science high schools and elite private institution in
Advanced TIMSS 2008 still the performance is poor.
Alliance of Concerned Teacher (ACT) party-list Rep. Antonio Tinio said in the
interview of (Philippine Star 2011) that the Department of Education (DepEd) and
Commission of Head Education (CHED) take a closer look in the performance of
students because of the sad state that education should be neglect in the
Philippines. Nonetheless, Rep. Tinio said that these are the issue that should be
highlighted to force the government to take more action to improve the achievement
of students and give more attention to education using more resources. As cited by
Leongson (2013) reveals that Pilipino students excel in knowledge acquisition but
fare considerably low in lessons requiring higher order thinking skills. This
disappointing condition is evident in the performance of students in national and
international surveys on Mathematics and science competencies. According to de
Leon (2011), the Philippines rank a poor seventh among nine Southeast Asian
nations in the area of education and innovation. Guillermo M. Luz, Co-chairman of
the National Competitiveness Council (NCC). Luz presented the disturbing results of
the 2010-2011 Global Competitiveness Report of world economic forum which
showed that the Philippines only fared better than the Cambodia, among the eight
Southeast Asian countries that were surveyed in the fields of education, science in
3
technology and innovation. In the area of primary education, the Philippines ranked
99th out of 138 economics, the Philippines ranked 69th in educational system 112th
in science and math, and 76th on international access.
The Congressional Commission of Science and Technology and Engineering
(COMSTE), stated that in the basic level, there is a decreasing trend in science and
math oriented education despite the establishment of science high schools.
However, COMSTE beg to disagree, stating that the main reason why Philippines
leak low in international test in the secondary level is because many math and
science teachers in public high schools are not math and science majors. Even the
competitiveness level, the Philippines slid down from 47 in 2001 to 77 in 2007 out of
117 countries that were evaluated, which COMSTE attributed to the many problems
of the country's basic education system, particulary in specialization in math and
science.
With all this, status and present performance of students in Mathematics,
Pascual (2016) said to address the need to develop Mathematics performance of
students, the Philippine governments should encourage school instructions and
provide more attention to adopt the science and Mathematics curriculum through this
the students performance improve, based on Republic Act 7678 which states that
the state shall give a priority to research and development, invention and their
utilization and to science and technology education, training and services.
One of the strategies that have been recently gaining its popularity across
nations is the Inquiry- Based Learning Method (IBLM). This method, as defined by
4
Scardamala (2002), is an approach to teaching and learning that places students
questions, ideas and observation at the center of the learning experience. Educators
play an active role throughout the process by establishing a culture where ideas are
respectfully challenged, tested, redefined and viewed as improvable, moving
children from a position of wondering to a position of enacted understanding and
further questioning. Fielding (2012) for students, the process involves open-ended
investigations into a question or a problem, requiring them to engage in evidence-
based reasoning and creative problem-solving, as well as problem finding. For
educators, the process is about being responsive to the students learning needs,
and most importantly, knowing when and how to introduce students to ideas that will
move them forward in their inquiry. Together, educators and students co-author the
learning experience, accepting mutual responsibility for planning, assessment for
learning and the advancement of individual as well as class-wide understanding of
personally meaningful content and ideas.
From the standpoint elaborated above in the light of this dilemma that is being
faced by the Mathematics students, this study was conducted. This research is
aimed and determining the effect of Inquiry- Based Learning on students'
Mathematics achievement.
5
Theoretical Framework
The main concept which serves as a basis for undertaking the research is the use
of Inquiry- Based Learning in Mathematics Achievement of Grade 7 students. In
Inquiry- Based Learning defined as a seeking for truth, information, or knowledge-
seeking information by questioning. Through the process of inquiry, individuals
construct much of their understanding of the natural and human-designed worlds.
Inquiry- Based Learning implies a need or want to know premise.
SOCRATIC LEARNING METHOD
Socrates believed that philosophy should achieve practical results for the
greater well-being of society. He attempted to establish an ethical system based on
human reason rather than theological doctrine. Ultimate wisdom comes from
knowing oneself. The more a person knows, the greater his or her ability to reason
and make choices that will bring true knowledge.
Socrates does not believe that any one person or any one school of thought
is authoritative or has the wisdom to teach "things." Socrates repeatedly disavows
his own knowledge and his own methods. However, this appears to be a technique
for engaging others and empowering the conversation to openly dialogue.
In the Socratic method of teaching, teachers engage students by asking
question which requires generative answer. Ideally, the answers to questions are not
6
a stopping point for thought but are instead a beginning for further analysis and
research.
CONSTRUCTIVISM
In constructivism, the key principle is that an individual learner must actively
construct knowledge and skills (Bruner, 1990). Thus despite whether or not there is
an objective reality; it is the individual who constructs their own reality through their
experience and interaction with the environment. As an individual experiences
something new, he or she filters this information through mental structures
(schemata) that incorporate prior knowledge, beliefs and preconceptions to make
sense of the information (Prince & Felder, 2006). This theory of learning goes back
many centuries, but in more recent times the research of John Dewey (1933),
Jerome Bruner (1990) and Lev Vygotsky (1978), together with Jean Piagets (1972)
work on developmental psychology, has resulted in the broad approach of
constructivism. There are two main forms of constructivism: cognitive and social.
Cognitive constructivism draws mainly on Piagets (1972) theory of cognitive
development. Piaget proposed that individuals must construct their own knowledge
and that they build knowledge through experience. These experiences allow creation
of schemas or mental modes and thus lead to learning. In contrast to cognitive
constructivism, social constructivists place more emphasis on the social context of
learning. Vygotsky is the main proponent of social constructivism and suggested that
cultural history, social context and language play an important role in the pattern and
7
rate of development of children .Vygotskys concept of the zone of proximal
development argues that individuals can, with the help of a more experienced peer,
master concepts and ideas that they cannot understand on their own.
The philosophy of education provides a logical, rational and valid base for
educational effort and criteria for the selection of a sound educational practice. One
philosophy of education that gave the basis for DepEds vision of enabling the
students to discover his/her potential and its mission of laying the foundation for
holistic lifelong learning and creative and rational thinking is the philosophy of
REALISM. It states that knowledge is derived through sense of experience and the
test of truth is when the mind is in accord with the material object. The proponents of
this philosophy are Aristotle, John Locke and Bertrand Russel.
PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL)
The Process Oriented Guided Inquiry Learning (POGIL) is originated in
college of chemistry department in 1994 there are now well over 1000 implementers
in a wide range of disciplines in high schools and colleges around the country.
POGIL uses guided inquiry a learning cycle of exploration, concept invention and
application as the basis for many of the carefully designed materials that students
use to guide them to construct new knowledge. A student-centered strategy;
students work in small groups with individual roles to ensure that all students are
fully engaged in the learning process. Process Oriented Guided Inquiry Learning
(POGIL) focuses on core concepts and encourages a deep understanding of the

8
course material while developing higher-order thinking skills. Develops process skills
such as critical thinking,problem solving, and communication through cooperation
and reflection, helping students become lifelong learners and preparing them to be
more competitive in a global market.
Conceptual Framework
The present study aims to determine the effect of using Inquiry- Based
Learning to the Mathematics Achievement of Grade 7 students of Maria Clara High
School for school year 2017-2018. This is presented on the figure below.
Control
Group
Traditional
Method
Pre-test Post-test
Experimental
Group
Inquiry- Based
Learning
Figure 1. The Research Paradigm
As shown in the figure above, initial assessments of the Mathematics
Achievement of the students are conducted in the two groups which is control and
experimental groups and were given a validated pre-test. The students in the control
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group were taught using Traditional Method while the experimental group was taught
using Inquiry- Based Learning. Subsequently, both groups were given the post-test
to determine if theres an improvement after the intervention. With this, the effect of
using Inquiry- Based Learning in teaching Mathematics among Grade 7 students
can be established.
10
Statement of the Problem
This study will determine the effect of using Inquiry- Based Learning on the
Mathematics achievement of Grade 7 students of Maria Clara High School.
Specifically, the study will aim to answer the following questions.
1. What are the mean pre-test and post-test scores of the students in the control
and experimental groups?
2. Is there a significant difference between the pre-test scores of the control and
experimental groups?
3. Is there a significant difference between the pre-test and post-test scores of
the:
A. Control group,
B. Experimental group?
4. Is there a significant difference between the post-test scores of the control
group and experimental group?
Hypothesis
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The following are the null hypotheses that will be tested in this study:
1. There is no significant difference between the mean pre-test scores of the
control and experimental groups.
2. There is no significant difference between the pre-test and post-test scores of
the control group.
3. There is no significant difference between the pre-test and post-test scores of
the experimental group.
4. There is no significant difference between the mean post-test scores of the
control and experimental groups.
Scope and Limitation
This study will aim to evaluate the effect of using Inquiry- Based Learning
(IBL) as compared to the conventional way of teaching method towards
Mathematics achievement. These studies were conducting among Grade 8
students of Maria Clara High School for school year 2017-2018. Moreover,
topics to be covered during the experimental period are _________________.
This study did not cover external factors that may affect the achievement in
Mathematics of the students. Furthermore, the mathematics achievement test
scores serve as a fair indicator of their mathematical achievement.

12
Significance of the Study
The results of this study may be significant to the following groups of people:
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Students. In this study the students may be beneficial because this is
students centered approach and they develop their critical thinking skills.
Inquiry-Based Learning (IBL) helps the students to examine their beliefs,
knowledge and logic. Moreover, to helps students to process information and
engage in deeper understanding of the topics. Also, when they are up to an idea,
they will realize that Mathematics is not complicated. Furthermore, it will help
them to become active learners and not passive one.
Mathematics Teachers. This study can be beneficial them because they gain
knowledge on the effectiveness of using Inquiry- Based Learning when
employed inside the classroom. This can also add to the long list of effective
learning strategies responsive to the needs of Mathematics learners. Using
Inquiry- Based Learning will determine the strengths and weaknesses of this
study as being applied in the classroom to improve the students performance.
Also, it may serve as a motivational tool for Mathematics teacher not just asking
a question but enhance the students critical thinking skills and reasoning in their
own perspective. This may serve as their tool in developing Mathematics
achievement among the students in teaching different fields of Mathematics.

14
School Administrators. This study may serve as a guide in decision making
in terms of adapting methods tested to improve the level of achievement in
Mathematics. This study can be an alternative way of teaching and may serve
strategies in teaching Mathematics. Furthermore, the research outcome can
motivate them conduct a training for teachers regarding of using an Inquiry-
Based Learning as a strategies.
Future Researchers. This study can be beneficial them as their guidelines,
regarding the effectiveness of Inquiry- Based Learning in developing the
Mathematics achievement of the students in the field of Mathematics. Also, this
research may lead them in conducting related studies on Mathematics.
Definition of Terms
For enlightenment and thorough understanding of this study, the following
terms are operationally defined.
Control Group. It refers to the group that was taught in traditional method or
conventional way of teaching.
Experimental Group. It refers to the group that was taught using the Inquiry-
Based Learning (IBL).
Mathematics Achievement. It refers to the test scores of the students in
Mathematics.
15
Post-test. It is a test given administered to determine the effectiveness of the
inquiry- based learning to the control and experimental groups teaching the lesson in
Mathematics.
Pre-test. It is a test given before teaching the lesson in order to find out the
extent to which control and experimental group know the lessons before teaching it.
Inquiry- Based Learning. This refers to the students centered approach that
challenges students to develop their critical thinking skills and engage in
analytical discussion. Through asking a question by answering a question.
Traditional Method. This refers to the conventional way of teaching.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Inquiry- Based Learning
The researchers will also examine other research studies and articles that
show how the variables are related.
Inquiry- Based Learning as defined edutopia.org.com, is more than asking a
student what he or she wants to know. Its about triggering curiosity, and activating a
students curiosity is, I would argue, a far more important and complex goal than the
objective of mere information delivery.
As defined by Hotchkiss & Fleron (2014) is an approach to teaching and
learning in which the classroom environment is characterized by student being the
active participant while the teachers role is decentralized they identify (IBLM) in
secondary education with classroom practices that have the following
characteristics:
The main work of the course, both within and outside of class, is problem
solving.
Students are empowered by playing roles- determining how class time is
spent, initiating communication, and taking responsibility for learning

17
Students use reflection as well as active communication, both verbal and
written, to assimilate new modes of thought, new learning strategies, and new
mathematical schema.
Felder & Brent (2009) is a more structured approach to developmental learning.
Students operate within a framework supported by a driving question or problematic
scenario. As a curriculum approach, Inquiry- Based Learning (IBL) builds from a
natural process of inquiry in which students experience a need to know that
motivates and deepens learning it requires guidance form the teacher in the role of
facilitator providing structure and support for students as appropriate to their
developmental stage in short, Inquiry- Based Learning (IBL) characterized by:
Motivating learning through a sense of purposes and authenticity to real
world tasks and issues.

Encouraging students to become co- creators of their learning
Developing student skills in self-direction, research, critical thinking and
problem solving.
Developing discipline knowledge and skills
McKinney (2014) describes a range of learner-centered pedagogies
increasingly employed in higher education where students learn through engaging in
open-ended research and inquiry. It is acknowledged that this type of pedagogical
requires advanced information literacy capabilities in students, and that there is a
need to support the development of information literacy capabilities in inquiry-based
learning curricula.
18
Smith (2013) Inquiry- Based Learning(IBL) is a pedagogy which best enables
students to experience the processes of knowledge creation and the key attributes
are learning stimulated by inquiry, a student-centered approach, a move to self-
directed learning, and an active approach to learning. Students should develop
research skills and become life-long learners.
Inquiry- Based Learning (IBL) is primarily a pedagogical method, developed
during the discovery learning movement of the 1960s as a response to traditional
forms of instruction where people were required to memorize information from
instructional materials. The philosophy of Inquiry- Based Learning (IBL) finds its
antecedents in constructivist learning theories, such as the work of Piaget, Dewy,
Vygotsky, and Fiere among others, and can be considered as constructivist
philosophy. IBL can be conducted through experiential learning because inquiry
values the same concepts, which include engaging with content/ material in
questioning, as well as investigating and collaborating to make meaning.
Preston (2015) the value of Inquiry- Based Learning (IBL) have long been
recognized in school of education and there growing evidence of efficacy, and
movement towards inquiry approach in higher education, undergraduate courses.
Often, associated with the work of Dewey (1938) and Bruner (1966) and
constructivists learning theory, inquiry-based learning is community described an
interactive, student-driven process, where knowledge is constructed rather than
transmitted. The Inquiry- Based Learning (IBL) features strongly in the new
Australian Humanities and Social Sciences curriculum and is supported by various

19
models in an array of humanities teachers education textbooks. Yet, while inquiry
has a long history and currently endorsed in the national curriculum, there is
remarkably little research into use in the humanities, particularly in the primary
school context.
According to the study of Lazares (2010). She further defined inquiry- based
learning as the active, persistent, and careful consideration or supposed form of
knowledge. She further explains that any belief occurs through inquiry process:
reason, inference and generalizations. Furthermore she described the inquiry- based
learning as a strategy in teaching to let the students solve a problems and answer
questions by themselves and maintaining the curiosity and involve students in
activities that require a higher levels of cognitive effort and skills. Additionally, in this
study she stated that the inquiry- based lessons is under a cooperative learning
environment which implies that the students can improve their cognitive thinking
skills through help of others and developing the essentials question through
collaborating opinions.
According to the study of Mawirat (2010). She defined Inquiry- based learning
as related to the hands-on learning, minds-on investigation learning. The teacher
leads student in discovery of a certain concept or relationship by posing a series of
What happen if.? Questions. She explain that through this type of questions the
discussion will be on the student- centered to develop the critical thinking skills and
higher order thinking skills of students.
Mathematics Achievement
20
The purpose of the study was to assess student achievement and motivation
during a high school augmented reality mathematics activity focused on dimensional
analysis. Included in this article is a review of the literature on the use of augmented
reality in mathematics and the combination of print with augmented reality, also
known as interactive print. The design and development process of the interactive
print document is described in detail. Participants in the quasi-experimental study
included 61 students and measures included the IMMS Survey as well as pre, post,
and delay post achievement tests. Findings support claims that technology use
within a mathematics lesson increases student achievement and augmented reality
enhances student motivation to learn mathematics. However, analyzing technologies
impact on student conceptual or technical use of mathematics shows variance of
degree emphasizing the need for continued exploration to determine technologies
impact not only on overall mathematical achievement but also on the specific type of
mathematical activity, technical or conceptual.
Alonzo (2007) attempted to determine the factors affecting high school
students attitudes towards mathematics and their achievement. One of the factors
that he looked at is the perception of students of mathematics. His study revealed
that the students perceptions to mathematics do not correlate with their
achievement. This implies that students fairly see mathematics as discipline
Synthesis and Relevance of the Related Literature and Studies

21
Chapter 3
RESEARCH METHODOLOGY
Method of Research
This study is an experimental research which made use of the randomized
pre-test and post-test experimental, control group design. This is the appropriate
method for this kind of study with two groups of students as the subject of the study.
The design was used to increase the likelihood that the two group of subjects would
be equivalent. The research will conducted to determine the effectiveness of inquiry-
based learning, using the -----
Population, Sample Size and Sampling Technique
In these research four section will take the pre-test and based on the scores
the two groups who get an almost the same scores on the pre-test and post-test will
be the subject of the study out of the two groups, one will randomly chose to
undergo Inquiry-based Learning, this is the experimental group. On the other hand,
the control group was taught in traditional teaching. The respondents involve in this
study were the two section of Grade 8 students from the Maria Clara High School
where the researcher are student teachers in the said school.

22
Description of Respondents
The study will conducted in Maria Clara High School, a public school located
along 8th Avenue Caloocan City. It has offered secondary program since its
establishment in -----. Almost all of the students of Maria Clara High School are from
Caloocan City.
Research Instrument
The mathematics student teacher used Inquiry- based Learning in the
experimental group and traditional teaching for the control group.
In Inquiry- Based Learning students have to solve problems and answer
question by themselves; main students curiosity, involve students activities they
require a higher level of cognitive effort and skill, develop positive attitude towards
mathematics and provide concrete experiences for pre-operational and concrete
operational students. In traditional way of teaching we used the usual dynamics and
suggested activities on the students module of Grade 8 mathematics unlike in the
Inquiry-based learning the tasks and activities will mostly accomplished by the
students individual. At times wherein students will have to work as a group, no fixed
groupings were designed.
Data-Gathering Procedure
The researchers made a request from the school principal to permit them to
conduct the experimental study in Maria Clara High School. The experimental group
23
and control group were taught by the same mathematics student teacher, one of the
researchers that has been assigned. This is done to minimize variation in teaching
style, level of competence and length of teaching experience. The instructional
materials and activities were prepared before the study.
The students conceptual understanding was determined through the pre-test
and post-test, the pre-test will administered a day before the first lesson on
Mathematics(date) while the post-test will be given at the end of the last lesson on
mathematics.
Statistical Treatment of Data

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454 GRC BLDG. Rizal A Avenuwvenue Ext.,cor.

THE PROBLEM AND ITS BACKGROUND

Mathematics is a human endeavor in which student finds it difficult that they

this negative perception. Consequently, these difficulties in learning Mathematics

students' poor achievement in Mathematics.

The increasing pressure of a students' in Mathematics continue to place for

steadfast poor achievement. This is constantly supported by the Trend in

International Mathematics and Science Study (TIMSS). As stated by de Dios (2013),

Advanced TIMSS 2008 still the performance is poor.

Commission of Head Education (CHED) take a closer look in the performance of

disappointing condition is evident in the performance of students in national and

international surveys on Mathematics and science competencies. According to de

nations in the area of education and innovation. Guillermo M. Luz, Co-chairman of

the 2010-2011 Global Competitiveness Report of world economic forum which

in science and math, and 76th on international access.

The Congressional Commission of Science and Technology and Engineering

math oriented education despite the establishment of science high schools.

of the country's basic education system, particulary in specialization in math and

With all this, status and present performance of students in Mathematics,

Pascual (2016) said to address the need to develop Mathematics performance of

students, the Philippine governments should encourage school instructions and

utilization and to science and technology education, training and services.

Scardamala (2002), is an approach to teaching and learning that places students

respectfully challenged, tested, redefined and viewed as improvable, moving

children from a position of wondering to a position of enacted understanding and

investigations into a question or a problem, requiring them to engage in evidence-

based reasoning and creative problem-solving, as well as problem finding. For

learning experience, accepting mutual responsibility for planning, assessment for

learning and the advancement of individual as well as class-wide understanding of

personally meaningful content and ideas.

aimed and determining the effect of Inquiry- Based Learning on students'

of Inquiry- Based Learning in Mathematics Achievement of Grade 7 students. In

Inquiry- Based Learning defined as a seeking for truth, information, or knowledge-

seeking information by questioning. Through the process of inquiry, individuals

construct much of their understanding of the natural and human-designed worlds.

Inquiry- Based Learning implies a need or want to know premise.

SOCRATIC LEARNING METHOD

greater well-being of society. He attempted to establish an ethical system based on

and make choices that will bring true knowledge.

is authoritative or has the wisdom to teach "things." Socrates repeatedly disavows

for engaging others and empowering the conversation to openly dialogue.

In the Socratic method of teaching, teachers engage students by asking

In constructivism, the key principle is that an individual learner must actively

experience and interaction with the environment. As an individual experiences

something new, he or she filters this information through mental structures

(schemata) that incorporate prior knowledge, beliefs and preconceptions to make

work on developmental psychology, has resulted in the broad approach of

Cognitive constructivism draws mainly on Piagets (1972) theory of cognitive

of schemas or mental modes and thus lead to learning. In contrast to cognitive

constructivism, social constructivists place more emphasis on the social context of

rate of development of children .Vygotskys concept of the zone of proximal

this philosophy are Aristotle, John Locke and Bertrand Russel.

PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL)

The Process Oriented Guided Inquiry Learning (POGIL) is originated in

use to guide them to construct new knowledge. A student-centered strategy;

(POGIL) focuses on core concepts and encourages a deep understanding of the

such as critical thinking,problem solving, and communication through cooperation

more competitive in a global market.

Learning to the Mathematics Achievement of Grade 7 students of Maria Clara High

Figure 1. The Research Paradigm

As shown in the figure above, initial assessments of the Mathematics

using Inquiry- Based Learning in teaching Mathematics among Grade 7 students

Statement of the Problem