CATHERINE T. FUSILERO

Master of Science in Teaching Chemistry

Agusan National High School

Division of Butuan City – Caraga Region

AN ASSESSMENT ON THE

EFFECTIVENESS

OF THE INQUIRY APPROACH IN

TEACHING K TO 12

GRADE 7 SCIENCE MODULE - UNIT I

Introduction

Inquiry Approach of teaching

science was not a 21st century

teaching strategy because this

already existed in the late 70’s

(Asuncion, et al., 2013).

The K to 12 science curriculum

emphasized that teaching science

should go through the inquiry

process (UPNISMED, 2013).

Introduction

The K to 12 Grade 7 Science

Modules – Unit I were developed

using the inquiry approach where the

laboratory activities’ title is in a

question form so the students will

seek to answer the question as they

perform the activity (UPNISMED,

2013).

Introduction

•Research studies were conducted to

determine the effectiveness of

different teaching strategies.

•These studies showed positive results

because the conduct of the post test

was given immediately right after the

strategy was implemented to the

students.

Introduction

•The effectiveness of the Inquiry

Approach compared to other teaching

strategies in science learning and

teaching had been the focus of several

studies.

Introduction

•Results showing teaching

effectiveness were based on a pre-post

test only with no or less emphasis on

what concepts were mastered and

what concepts were not mastered.

Introduction

•This led to a study on what concepts

in G7 Science Unit I - Matter:

Diversity of Materials in the

Environment, were learned- retained

in the minds of the learners after one

year.

Introduction

•A student may be able to

memorize facts in the short-term, but

how well was the retention of those

facts over the long-term, is the focus

of this study.

Conceptual Framework

Figure 1.1 Diagram of the Conceptual Framework of the Study

Independent Variable

•Inquiry Approach

Dependent Variable

•Concepts Learned

After one year in the teaching – learning

process of K to 12 Grade 7 Science

Module on Unit I: Matter: Diversity of

Materials in the Environment:

was the inquiry approach effective in

the mastery of concepts?

Objectives

Objectives of the Study

how many percent of the concepts were

mastered?

how many percent of the concepts were not mastered?

Objectives

Research Design

The Descriptive Design was used as a

preliminary study on the effect of

inquiry approach on the retention of

concepts in science. It was used to

answer how many concepts were

retained and how many concepts were

not retained.

Research Locale and Respondents

Grade 8 - Section 1 students of:

Agusan National High School

Libertad National High School

Butuan City School of Arts and

Trades

Research Instrument

Thirty six (36) multiple choice type

of test questions with four choices

only.

Data Gathering Procedure

conduct of test.

% mastery level number of correct

responses by the total number of

items 100.

items > = 50% mastered

items < 50 % not mastered

Result and Discussion

SCHOOL NO. OF

ITEMS

NO. OF ITEMS

MASTERED

% MASTERED

ITEMS

ITEM NUMBER OF

QUESTIONS

MASTERED

NO. OF ITEMS

NOT

MASTERED

% NOT

MASTERED

ITEMS

ITEM NUMBER OF

QUESTIONS NOT

MASTERED

LNHS 36 20 56 % 1, 3, 4, 5, 6, 8, 9, 11,

13, 18, 19, 21, 22, 23,

24, 25, 26, 29, 31, 36

16 44 % 2, 7, 10, 12, 14, 15, 16,

17, 20, 27, 28, 30, 32,

33, 34, 35

BCSAT 36 13 36 % 5, 6, 9, 11, 13, 19, 21,

22, 24, 25, 26, 32, 36

23 64 % 1, 2, 3, 4, 7, 8, 10, 12,

14, 15, 16, 17, 18, 20,

23, 27, 28, 29, 30, 31,

33, 34, 35

AN HS 36 23 64 % 1, 3, 4, 5, 6, 8, 9, 11,

12, 13, 17, 18, 23, 24,

25, 26, 29, 31, 32, 36

13 36 % 2, 7, 10, 14, 15, 16, 20,

27, 28, 30, 33, 34, 35

Table 4.1 Summary of the Items Mastered and Not Mastered by LNHS, BCSAT and ANHS

Result and Discussion Table 4.3 Not Mastered Items with Corresponding Learning Competencies

Result and Discussion Table 4.3 Not Mastered Items with Corresponding Learning Competencies

Result and Discussion Table 4.3 Not Mastered Items with Corresponding Learning Competencies

Summary of Findings

In the teaching – learning process

using the Inquiry Approach:

69 % or out of 36, 25 concepts

were mastered and retained over the

long term of one year.

31 % or 11 out of 36 concepts, were

not mastered.

Summary of Findings

Out of the 11 unmastered items, four

(4) items were on scientific

investigation:

not able to identify which one is an

observation and which one is not.

Summary of Findings

do not know that in a scientificexperiment, only one independentvariable should be tested at a time.

do not know that conclusionsshould be based on the data fromrepeated trial of the experiment.

cannot tell the purpose of a studygiven an investigative scenario.

Summary of Findings

For the other 7 unmastered items, the

students:

cannot explain why and when solutes

dissolve in a solvent and what happened

in the solution process.

cannot differentiate between substances

and mixtures.

Summary of Findings

cannot tell when a solution is saturated,

unsaturated and supersaturated.

do not know the properties of mixtures

and substances and distinguish one from

the other.

Summary of Findings

cannot differentiate a metal from a nonmetal given the names only of theseelements.

cannot describe some properties ofmetals and nonmetals such as luster,malleability, ductility, andconductivity.

Conclusions

The inquiry approach used in

developing the K to 12 Grade 7

Science Modules – Unit I was 69

% effective or out of 36, 25

concepts were mastered and

retained over a term of one year

and the remaining 31 % were not

mastered.

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