Effect of Guided-Inquiry Teaching Method on Academic Performance of Philippine Public Secondary School Grade 12 Students: A Quasi-Experimental Research
Authors:-Jomar P. Flores, Nivea Louwah D. Sermona
Abstract-This study investigated the effect of the guided inquiry teaching method on the academic performance of Philippine public secondary school grade 12 students in Electrical Installation and Maintenance. A quasi-experimental design was adopted for the study. A pre-test and post-test were conducted for both control and experimental groups. The instruments used for data collection were 30 objective questions tagged as the Electrical Installation and Maintenance Achievement Test (EIMAT). The instrument was validated by five experts in the field. To determine the instrument’s reliability, Cronbach’s alpha formula was used and a reliability coefficient of 0.84 was obtained. Means and standard deviations were used to analyze the descriptive data, while the null hypothesis was tested using a t-test at a 0.5 level of significance. Findings revealed that students taught with the guided-inquiry teaching method performed better with higher post-test mean scores than those taught using the lecture-demonstration teaching method. Also, findings indicated that the guided-inquiry teaching method makes the students perform better in terms of their performance skills than the lecture-demonstration teaching method. Given the findings, it was recommended, among others, that the guided-inquiry teaching method be adopted in technical colleges and secondary schools for instruction in EIM to improve the academic performance of the students.
