• Jonalyn S. Guerrero Head Teacher, Pinaripad National High School, Department of Education Schools Division Office-Quirino, Philippines
  • Romiro G. Bautista International Relations Officer, Quirino State University, Philippines


Inquiry-based teaching, science teaching, secondary science.


Inquiry-based science teaching shifts traditional classrooms by putting students in charge of their learning, promoting active exploration, critical thinking, and problem-solving. This approach deepens scientific understanding and cultivates a lifelong passion for science. Thus, this study aimed at establishing the status of the implementation of inquiry-based teaching in secondary science. Employing a descriptive research to 79 science teachers in the locale of this study, it is concluded that the respondents exhibit a commendable commitment to professional learning opportunities, with widespread availability and frequent utilization, underscoring a dedication to ongoing teacher development. Administrative support for inquiry-based learning is strong, characterized by a very high level of implementation, indicating active endorsement by school leadership. However, resources for inquiry instruction are moderately available, suggesting room for improvement in material accessibility and availability. Despite this supportive administrative environment and a classroom culture encouraging inquiry, teachers infrequently implement inquiry-based instruction, revealing a potential gap between administrative intent and classroom practice. In essence, while the study locale lays a robust foundation for promoting inquiry-based learning, bridging the disconnection between administrative support and teacher practice is essential for maximizing the impact of this innovative teaching approach in enhancing science education.


Bagay, MC., Ursua, RRR., Abellera, MAA., Baldovino, RJG., Concepcion, RAP., Galapon, VS., & Bautista, RG. (2023). Problem-based learning in teaching science. Journal of Innovations in Teaching and Learning, 3(1),

Bioco, M. & Echaure, J. (2021). Inquiry-Based Teaching Practices, Attitudes, and Difficulties of Secondary Science Teachers in Masinloc District Division of Zambales for S.Y. 2020-2021. International Journal of Multidisciplinary: Applied Business and Education Research, 2(11). 1074-1084.

Cairns, Dean (2019). Investigating the relationship between instructional practices and science achievement in an inquiry-based learning environment, International Journal of Science Education, 41:15, 2113-2135

Garcia, C. & Paloma, D. R. (2018). Inquiry-based learning: an innovative proposal for early childhood education. Journal of Learning Styles, 11(22), 50-76.

Discipulo, LG. & Bautista, RG. (2022). Students’ cognitive and metacognitive learning strategies towards hands-on science. International Journal of Evaluation and Research in Education, 11(2), 658-664.

Legaspi, JME., Perhiliana, CO., Camayang, JG., Garingan, EG., Velasco, MKGT., Ursua, JC., & Bautista, RG. (2020). Scientific Learning Motivations as Predictors of Pre-service Elementary Grade Teachers’ Authentic Assessment Practices in Science. American Journal of Educational Research, 8(3), 150-154.

Libao, NJP., Sagun, JJB., Tamangan, EA., Pattalitan, AP., Dupa, MED., & Bautista, RG. (2016). Science Learning Motivation as Correlate of Students’ Academic Performances. Journal of Technology and Science Education, 6(3), 209-218.

Ligado, FN., Guray, ND., & Bautista, RG. (2022). Pedagogical beliefs, techniques, and practices towards elementary hands-on science. American Journal of Educational Research, 10(10), 584-591.

Lopez, MJD. (2021). Inquiry-Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines. International Journal of Trend in Scientific Research and Development, 5(2), 1048-1051.

Margolin, J., Brown, M., & Miller, S. (2008). Inquiry-based Instruction in Iowa: A Report on the Implementation of Every Learner Inquires in Year 2. Retrieved from

McNeill, K.L. (2018). Transitioning to the Next Generation Science Standards: Shifting classrooms to support students in science practices. Keynote address at the Rhode Island Science Teachers Association Annual meeting, East Greenwich, RI.

Mulyeni, T., Jamaris. M. &Supriyati, Y. (2019). Improving Basic Science Process Skills Through Inquiry-Based Approach in Learning Science for Early Elementary Students. Journal of Turkish Science Education, 16(2):187-201.

PISA 2012. Results in Focus-What is 15 year -old know and what they can do with they know OECD, 2014.

Trends in International Mathematics and Science Study (TIMSS). (2003).

Vallerio, ZV., Tobias, JCZ., Tillay, JN., Dumangeng, AP., Pumihic, VT., & Bautista, RG. (2023). Science teaching and learning conceptions towards teachers’ sense of efficacy. American Journal of Educational Research, 11(2), 79-83.

Wale, B.D., & Bishaw, K.S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(9).




How to Cite

Jonalyn S. Guerrero, & Romiro G. Bautista. (2023). INQUIRY-BASED TEACHING IN SECONDARY SCIENCE. International Journal of Social Sciences & Humanities (IJSSH), 8(2), 146–154. Retrieved from