Enhancing Grade 5 Pupils’ Academic Performance through Inquiry Based Learning

Abstract

Improving Science achievement among elementary learners remains a challenge, highlighting the need for learner-centred approaches such as Inquiry-Based Learning (IBL) that encourage active exploration and critical thinking. This study aimed to determine the effects of Inquiry-Based Learning (IBL) in improving the academic performance of Grade 5 pupils in Science at Dangguinan Elementary School during the School Year 2025–2026. The researcher employed a quasi-experimental design, wherein the experimental group was taught using Inquiry-Based Learning (IBL) while the control group was taught using traditional methods. The pupils in both the experimental and control groups obtained poor performance during the pre-test, with mean scores of 20.60 and 19.30, respectively. After the intervention, the experimental group achieved a good performance level with a mean score of 33.90, while the control group obtained a fair performance level with a mean score of 30.30 in the 40-item multiple-choice achievement test. Results revealed that there was a significant difference between the pre-test and post-test performance in Science among the pupils in the experimental group after the use of IBL. Likewise, there was a significant difference in the post-test performance between the control and experimental groups. Based on the findings, it is recommended that Inquiry-Based Learning (IBL) can be an effective teaching strategy in Science in Grade 5 and teachers may also apply IBL in other Science topics to further enhance learners’ understanding. Furthermore, similar studies may be conducted to determine the effectiveness of IBL in other subject areas and Grade levels. The findings of the study imply that Inquiry-Based Learning (IBL) is an effective learner-centred approach that may help improve Science instruction and academic achievement among elementary learners. The study further suggests that teachers may integrate inquiry-based activities in Science classes to promote active participation, critical thinking, and meaningful learning experiences.