The effects of inquiry-based learning strategies of teachers on the learning performance of high school students: A foundation for instructional model

Abstract

This study examined the effects of inquiry-based learning strategies used by teachers on the academic performance of high school students. It also aimed to use the findings as a basis for developing an instructional model. The study employed a descriptive-correlational research design to explore the relationship between teachers’ inquiry-based learning strategies and students’ academic achievement without manipulating any variables. Data were gathered through a modified survey questionnaire administered to a purposive sample of 50 high school students. The students’ academic performance and perspectives served as the primary basis for the analysis. To keep the investigation focused and manageable, the study was limited to assessing inquiry-based learning strategies. It did not include other factors that might have influenced academic performance, such as socioeconomic status, parental involvement, and school resources. The study also involved students from only one institution, which may have limited the generalizability of the findings to other educational settings. These delimitations were established to ensure that the study remained aligned with its objectives and research questions. The findings showed that the teachers implemented the essential components of inquiry-based learning to a great extent. These components included questioning, investigation, evidence gathering, discussion, and reflection. However, maintaining students’ active and consistent participation in inquiry-based activities remained an area that needed continued attention. The students generally demonstrated very satisfactory academic performance, with most receiving satisfactory to outstanding ratings. Nevertheless, a smaller group still required additional academic support to reach higher levels of achievement. The results also indicated a strong positive relationship between teachers’ inquiry-based learning strategies and students’ academic performance. This suggested that the more extensively teachers used these strategies, the better the students’ grades tended to be. However, the finding reflected an association and did not establish that inquiry-based learning alone caused improvements in academic performance. Furthermore, the teachers’ inquiry-based learning strategies did not have a statistically significant effect on students’ academic performance within the context of the study. Although these strategies remained valuable in promoting active and meaningful learning, other factors may have contributed more substantially to the students’ grades. Based on the findings and limitations of the study, several recommendations were proposed. Future researchers may replicate the study in other public and private high schools, districts, or provinces to determine whether similar results may be observed across different educational settings. Using a larger and more diverse sample may also improve the generalizability of the findings. Future studies may employ longitudinal or quasi-experimental research designs to examine changes in students’ academic performance before and after the systematic implementation of inquiry-based learning strategies. Such approaches may provide stronger evidence regarding the possible effects of the teaching strategy. Researchers may also examine other factors that could influence students’ academic performance, including study habits, learning motivation, prior knowledge, access to learning resources, parental support, school partnerships, and assessment practices. Investigating these variables may help explain why inquiry-based learning demonstrated a strong relationship with academic performance but did not produce a statistically significant effect. School administrators may strengthen the integration of inquiry-based learning into classroom instruction by incorporating questioning, investigation, evidence gathering, discussion, and reflection into lesson plans and classroom observation tools. These elements may also be aligned with school instructional standards to encourage consistent implementation across subjects. Teachers may provide more structured opportunities for students to participate actively in inquiry-based activities. These opportunities may include meaningful group investigations, learner-led discussions, and evidence-based tasks. Providing clear roles, timelines, and guidance may help students take greater responsibility for their learning. Finally, schools may offer continuous professional development on inquiry-based teaching, with particular emphasis on open-ended questioning, probing techniques, classroom discussion facilitation, and strategies for sustaining student engagement. Demonstration lessons and peer coaching may help teachers apply these practices more effectively in their classrooms.