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Chapter 1

INTRODUCTION

Background of the Study

Throughout history, humans have demonstrated a natural curiosity and

eagerness to understand the world around them, leading to the development

of mathematics. To satisfy their curiosity, individuals must actively engage in

learning environments by questioning, discovering, researching, and

investigating. Active engagement in the learning process promotes knowledge

retention and supports effective learning outcomes. Inquiry-based teaching

strategies play a crucial role in fostering a constructive inquiry approach and

guiding students in formulating thoughtful questions, thereby cultivating

problem solving abilities that enhance their learning outcomes (Öztürk et.al,

2022).

In the field of mathematics, mathematical problem-solving is essential

skills taught in school to train students to break down complex problems,

analyze information logically, and develop effective solutions. It is intended to

measure students' knowledge and skills in mathematics concepts, their ability

to turn a problem situation into a model (Wu and Adams,2006).

In the Philippine setting, the Department of Education designed and

implemented the Enhanced K to 12 Basic Education Curriculum. According to

the Enhanced K to 12 Basic Education Program in the Philippines, problem

solving is one of the twin goals of mathematics in the basic education levels of

K to 10 in the Philippines. This goal is to be achieved with an organized and

rigorous curriculum, a well-defined set of high-level skills and processes,

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desirable values and attitudes, and appropriate tools, recognizing as well he

different contexts of Filipino learners (DepEd 2012).

DepEd’s recently revised K to 10 Matatag Curriculum emphasizes

problem-solving skills as goal in mathematics, specifically, mathematics under

the Matatag Curriculum aim to develop proficiency in solving mathematical

problems, strengthen conceptual knowledge and acquiring foundational kills.

The K to 12 Basic Education system is gauged through both national and

international assessments, as provided for by DepEd Order No. 55, s. 2016

and amended by DepEd Order No. 27, s. 2017. These system assessments

are designed to provide baselines for the implementation of the curriculum as

well as to generate relevant data that will aid in the formulation of policies,

programs, plans, and interventions at various level of education governance.

As with any curricular reform, however, results of both national and

international standardized assessments reveal no improvement in the

academic performance of Filipino learners (Schleicher, 2018; Mullis, Martin,

Foy, Kelly, & Fishbein, 2020; UNICEF & SEAMEO, 2020). One indicator of

the country’s state of basic education is the performance in the Programme

for International Student Assessment (PISA) which showed dismal bottom

ranking of the Philippines - 78 out of 78 in 2018 and 77 out of 81 in 2022 .

With these results revealed that there is a need to address the problem in the

Literacy, Numeracy of Filipino Learners. In this case, learners may find it

more difficult to cope up with the lessons. Students may have difficulty in

reading leading them to misunderstand instructions, textbooks, and

assignments. According to a study by Azucena et al. (2022), Filipino students

often experience a lack of confidence in math, hindering their performance.

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Research by San Juan (2019) suggests these gaps may persist even after

graduation. While some students develop their own coping mechanisms,

these might not be enough to fully address the root causes. This highlights the

need for improved educational strategies to address numeracy at a local level.

Parallel to this, Mathematics Teachers need to improve their teaching

strategies and approaches to cater the needs of their learners. Utilizing the

Inquiry-Based Learning approach encourages problem-solving skills. Students

analyze information, develop strategies, and justify their reasoning, all of

which are essential for numeracy (SplashLearn, 2023).

As per observation of the researchers during Field study 1, one of

those factors is that some Grade 10 students in Palompon National High

School still do not know how to perform. They also struggle to interpret

numbers and translate them from literacy to numeracy skills. This is a

common observation in our mathematics classrooms. This highlights a

significant challenge in implementing the K to 10 curriculum's goals. If

students lack foundational skills like addition and struggle with translating

written problems into mathematical operations, then it becomes difficult for

them to develop problem-solving abilities in mathematics. This emphasizes

the need for alternative teaching approaches, such as Inquiry-Based

Learning, to address these underlying issues and improve numeracy skills.

In guided Inquiry, the teacher helps students take charge of their own

learning by asking important questions, letting students pick which materials

they want to use for research, and allowing them to decide how they want to

show what they've learned. This gives students more control over their
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learning process. For example, instead of the teacher telling students which

books to read, students get to choose which books they think will help them

find the answers they need. And instead of taking a test, students might be

able to create a project or presentation to show what they've learned. This

way, students have more freedom and responsibility in how they learn and

show what they know.

Traditionally, educators have relied on teacher-centered pedagogy,

where the instructor transmits knowledge to students. However, Inquiry-Based

Learning (IBL) offers a compelling alternative. This student-centered approach

flips the script, encouraging students to explore and discover knowledge on

their own. In the context of mathematics, IBL involves posing open-ended

problems or questions to students and encouraging them to work together to

find solutions.

IBL has emerged as a powerful approach to cultivating mathematical

problem-solving skills to develop a deeper understanding of mathematical

concepts. In the same context, incorporating mathematical investigation

activities where students actively participate in the discovery process rather

than simply passively consuming information empowers students to transcend

rote memorization. Instead of simply memorizing formulas and procedures,

students actively discover and internalize mathematical concepts through their

own inquiries. It also boosts problem-solving abilities by grappling with open-

ended problems and real-world scenarios, students develop valuable

problem-solving strategies that enhance their adaptability and resilience in the

face of challenges.
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Studies have shown that Inquiry-Based Learning (IBL) can be an

effective approach for developing students' problem-solving skills. Research

by Gu et al. (2018) suggests that IBL has a significant positive effect on

problem-solving, reasoning, and communication in mathematics. Similarly,

Manouchehri and Enderson (2009) found that students engaged in an IBL unit

on probability and statistics scored significantly higher on problem-solving

assessments compared to students in a traditional classroom setting.IBL is an

effective way to develop students' mathematical problem-solving skills

because it engages them in the active process of constructing their own

knowledge (Marks, 2013). IBL is generally seen as a positive approach to

teaching and learning; there is other research that suggests that it can have a

negative impact on mathematical problem solving skills in certain contexts. A

study by Wang and Lin (2017) found that students who participated in IBL for

mathematics had lower scores on standardized tests of mathematical

achievement and lower levels of motivation than students who participated in

traditional instruction. The authors suggest that this is because IBL can be

challenging and frustrating for students, and it may not be effective for all

students.

There is a growing body of research on IBL as an effective approach

on mathematical problem-solving skills, yet this growing body of research has

seen a research gap in certain aspects. Moreover, according to Boaler (2022)

more research is needed to understand the impact of IBL on problem solving

skills, particularly in high school and college classrooms, in large-scale

classroom settings, and in developing countries. Additionally, more research

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is needed in understanding which specific IBL formats are most effective for

promoting problem-solving (ICONIST 2019).

This study is aims to address the research gap that there is not yet a

clear consensus on which types of IBL activities are most effective for

promoting mathematical problem-solving and to study its impact on the

mathematical problem-solving skills of the student in higher level (grade 10

learners) – large-scale classroom settings (Palompon National High School

consisting of 50-60 learners capacity in one section). IBL has revolutionized

the way mathematics is taught, shifting the focus from passive knowledge

transfer to active engagement and exploration.

Theoretical/Conceptual Framework

IBL is a teaching and learning methodology that is rooted in

constructivism learning theory and states that human construct their own

knowledge and meaning from their personal experiences (Tamim & Grant,

2013). Constructivism emphasizes that learners actively construct knowledge

through experiences (Fosnot, 2006). According to Brooks & Brooks (1993)

constructivism encourage learners to solve meaningful and realistic problems

which help students to take ownership of their learning, which is conducive to

Inquiry-based learning as cited by Zigelman, 2018. Therefore, in such case,

knowledge is being built by the learners rather than delivered by the teacher.

John Dewey, a constructivist and an advocate of IBL, states that students

should actively be in engaged in the learning process. He strongly believed

that students need to be reflective problem solvers (Santock, 2017). IBL

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provides learners with opportunities to engage in active learning through

exploration, investigation, and problem-solving.

IBL provides opportunities for exploration, investigation, and problem-

solving, aligning with experiential learning theories of John Dewey that

emphasize active learning. Experiential learning emphasizes the importance

of reflection on experiences to solidify learning. IBL activities often culminate

in discussions and presentations, encouraging students to reflect on the

problem-solving process, which encompass reasoning, analysis, and

communication. Research by scholars like Duran and Dokme (2016) suggests

IBL improves problem-solving in mathematics. This is because students

grapple with concepts themselves, analyze information, and develop their own

solution – mirroring the core tenets of experiential learning.

Constructivism puts students at the center, letting them build their own

mathematical understanding through experiences. These experiences, such

as projects or activities, are offered through experiential learning. Students

use problem solving skills as they examine, investigate, and solve difficulties

in various situations. This process is fueled by Inquiry-Based Learning, which

encourages students to pose their own questions throughout these

encounters. This helps them grasp arithmetic concepts more deeply as they

grow into inquisitive, self-directed learners.

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Figure 1:
IBL LEARNING
PACKAGE

 MATHEMATICAL
PROBLEM-
SOLVING SKILLS

INQUIRY-
BASED
LEARNING
ACTIVITIES
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The diagram depicts the potential of Inquiry-Based Learning (IBL)

activities to enhance mathematical problem-solving skills. As the complexity

of IBL tasks increases, students grapple with more challenging problem-

solving activities. The independent variable (the manipulated component) is

the type of IBL activity or the number of tasks that a student completes. The

dependent variable, which is being measured, is the student's mathematical

problem-solving skills. The system accepts information or data as input, such

as the IBL activity instructions. The throughput process involves the learner

using mathematical problem-solving skills to perform IBL activities. Finally,

designing an IBL Learning Package is considered the output.

Statement of the Problem

This study aims to determine the effects of Inquiry-based Learning to

the mathematical problem-solving skills of the grade 10 learners of Palompon

National High School for the School Year 2024-2025 with the end view of

designing an IBL learning package in mathematics.

Specifically, this study aims to:

1. What are the levels of Mathematical Problem-Solving skills of

the learners before and after the intervention?

2. Is there a significant difference of Mathematical Problem-

Solving skills of the learners before and after the intervention?

3. What are the comments and suggestions of the learners and

teachers on the IBL activity?

4. What IBL learning package in mathematics can be designed

based on the findings of the study?

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Hypothesis

Ha: There is no significant difference in the mathematical problem-

solving skills of the learners using IBL approach before and after the

intervention.

Significance of the Study

This study on the effect of inquiry-based learning to mathematical

problem-solving skills holds significant implications for learners, mathematics

teachers, school administration, and researchers.

Learners. Inquiry-based learning encourages learners to actively

engage with mathematical concepts, leading to a deeper understanding of the

subject matter. This deeper understanding may enable students to apply

mathematical concepts more effectively in real-world situations. Inquiry-based

learning promotes the development of critical thinking and problem-solving

skills, essential for success in mathematics. By actively exploring and

investigating mathematical problems, students will develop the ability to

approach and solve complex problems independently.

Mathematics Teachers. This study may provide teachers with insights

into effective inquiry-based learning strategies for teaching mathematics.

Teachers can utilize these strategies to create engaging and stimulating

learning experiences for their students. Inquiry-based learning shifts the focus

from teacher-led instruction to student-cantered learning. This approach

allows teachers to act as facilitators, guiding students through their

investigations and providing support when needed.

School Administrators. Inquiry-based learning provides the school

administration with a valuable pedagogical tool to enhance the teaching and

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learning of mathematics, promoting active engagement and deeper

understanding.

Researchers: This study opens up avenues for further research on the

efficacy of inquiry-based learning in mathematics education. Researchers can

explore the impact of inquiry-based learning on specific mathematical

concepts or grade levels.

Scope and Delimitations

This research aims to determine the effect of Inquiry-Based Learning

(IBL) in enhancing grade 10 students' mathematical problem-solving skills in

solving polynomial equations an related topics – proving the remainder

theorem and factor theorem. While the study focuses on a single section from

Palompon National High School, limiting generalizability, it employs a two-

cycle design with pre-test, intervention, post-test, and final revision. Data will

be collected using pre-tests, post-tests, a survey questionnaire, and semi-

structured interviews conducted during the last week of the first quarter and

the third week of the second quarter. This approach provides a

comprehensive understanding of the IBL approach's impact within the

designated time frame.

Definition of Terms

To ensure a clear understanding of the key concepts employed

throughout this research, the following terms are defined:

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Inquiry-Based Learning: It is the teaching approach used in the

study, which emphasizes student engagement in the learning process through

asking questions, investigating, and solving problems. IBL is a student-

centered approach to teaching and learning that encourages students to

explore and discover knowledge on their own. Fidelity of IBL implementation

will be monitored through classroom observations using a specific IBL

protocol that focuses on key features like student-directed questions and

collaborative problem-solving activities. Board-work, activity/performance

tasks, group work/collaborative work will be used to implement IBL teaching

approach. This will allow learners to ask questions, explore, investigate and

inquire knowledge on their own.

Mathematical Problem-Solving Skills: Refers to mathematical tasks

that have the potential to provide intellectual challenges for enhancing

students' mathematical understanding and development. Mathematician

George Pólya described mathematical problem-solving as "understanding the

problem, devising a plan, carrying out the plan, and looking back". To further

understand student learning outcomes, a problem-solving test questionnaire

will be used as both a pre-test and post-test. This will allow us to measure any

improvement in students' problem-solving abilities after participating in the IBL

activities.
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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the conceptual and research literature’s taken

from books, theses/ dissertations, journals, and on-line articles which were

considered relevant to the present investigation. They were presented and

discussed primarily to support the assumed interrelationships among the

variables considered in this study.

Conceptual Literature

This section delves into the conceptual underpinnings of Inquiry-Based

Learning (IBL) and its connection to fostering problem solving skills in

students. By examining the existing literature, we explore how IBL aligns with

broader educational goals and how it cultivates essential problem-solving

components.

In compliance to the recommendation made by Schneider and Wildt

(2019), the activities “inquiry-based learning” and “researching” can be

described in a manner that is consistent with the categories of research

activity, although the frames of reference are different. All activities of the

Boero model– which of course represent the specifics of mathematical

research– can be classified as activities in inquiry-based learning. If we take

the intention that the course of study is intended to enable students to conduct

independent research as the starting point, it becomes clear that the pure

teaching-learning format of a lecture with a tutorial is not suit-able for

producing a broad repertoire of required sub-activities.

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Studies on the relationships between inquiry-based approaches and

attitudes have a long tradition in the experimental sciences (Toma &

Lederman, 2020) but are less developed in mathematics. In recent years,

European educational reports have been insisting on the need for a renewed

pedagogy in the school context that addresses the deficits that are occurring

within the STEM disciplines and raises levels of scientific and mathematical

literacy. Inquiry-based learning (IBL) is indicated as a priority method at both

secondary and university levels (Kogan & Laursen, 2014; Gómez-Chacón et

al., 2021), and several studies have been carried out in secondary and high

school education analysing the current situation in different countries

(Benjumeda & Romero, 2017; Engeln et al., 2013; Gómez-Chacón & De la

Fuente, 2019; Maaß & Artigue, 2013; Makar & Fielding-Wells, 2018). Engeln

et al. (2013) provide a cross-cultural comparison of the potentials and

challenges of implementing (onwards IBME) from the perspective of practising

teachers in 12 different European countries. The monograph in the journal

ZDM (Artigue & Blomhøj, 2013; Maab & Artigue, 2013) has outlined some of

the most important issues of large-scale implementation, noting that IBME is

related to a broad set of mathematics education goals, such as improving

students’ problem solving skills, fostering motivation to learn, equipping them

with strategies for further learning in the future, and helping students acquire

the skills they need to work as scientists and do research.

According to Hsu (2021), in general, there are three parts in problem

solving: knowledge (topic knowledge, technique knowledge, self-knowledge,

and environment knowledge); dispositions (logical integrity, logical humanity,

logical modesty, logical bravery, logical persistence, etc.); and skills or

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abilities. Numerous scholars suggest that problem solving consists of

interpreting, analyzing, synthesizing, concluding, evaluating information,

explaining, and self-regulation (Wale & Bishaw, 2020), which are achieved

through observation, experience, reasoning, or communication (Piawa, 2010;

Ulger, 2018). Additionally, problem solving is also related to other abilities,

such as scientific communication, students’ self-confidence, and motivation

(Hu et al., 2016). As stated by Saputro et al. (2020), PBL approaches should

be used by educators to develop problem solving abilities among students.

Considering the definition of problem solving, the objective of this scoping

review is to analyze the published scientific literature related to problem

solving skills development among students using PBL.

In education, inquiry is a systematic method that allows active

participation of the students. Prince & Felder on the work of Khasawneh

(2016) stated that Inquiry-based learning (IBL) is an instructional pedagogy

that promotes active leaning. It focuses on the process of learning through

observation and questioning rather than on getting the right answer to the

problem. The introduction of inquiry-based laboratories has been observed to

result in a deeper comprehension of scientific knowledge, increase confidence

in understanding and performing science, improve students’ attitudes towards

science and act to lower attrition rates, Smallhorn (2017). According to

Khasawneh (2016) the main principle of IBL aligns well with constructivists’

method learning. The main principles in the IBL environment are learner-

centered, knowledge-centered, assessment-centered, and community-

centered environment. In the IBL environment, learners’ prior knowledge and

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the type of skills they already have so they can help students incorporate it

within their existing knowledge.

In this research by Callison and Baker (2014), there are five

foundational elements of information inquiry learning that are surprisingly

constant in this evolving environment. These five foundational elements are

questioning, exploration, assimilation, inference, and reflection. Questioning

triggers thinking; thinking leads to greater understanding in resolving a

problem at hand. In the exploration phase, students search for answers to the

questions. Exploration is a discriminating process to find and organize

information to answer the question. In the inference phase, students make a

conclusion based on findings which they acquired during the exploration

phase and personal prior knowledge. In the reflection phase, students

contemplate answering a few questions to solidify the inquiry learning.

Though the inquiry learning approach is evolving at a fast pace, the five core

elements of inquiry learning remain fundamentally unchanged.

Inquiry-based learning develops students’ problem-solving skills

because the method improves the students’ mental activities such as

interpretation, analysis, evaluation, explanation, inference, and self-regulation.

Previous studies have shown that students’ problem-solving abilities are

significantly higher when students are taught through inquiry-based learning

compared with traditional teaching methods. Having a free medium of student

learning class where students will share good experiences through an inquiry

process that is based on curiosity is a preferred learning method to the act of

teaching that characterized with teaching by forced (Ahmad, Sitti, Abdul,

Mohammad, & Sanitah, 2014; Iakovos, 2011).

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This review establishes a strong connection between Inquiry-Based

Learning (IBL) and the development of problem-solving skills in students. It

demonstrates how IBL aligns with broader educational goals by fostering

active learning and building upon existing knowledge. Research shows that

IBL leads to significantly better problem-solving abilities compared to

traditional methods. The passage also details the core elements of IBL,

providing a framework for educators to implement this approach effectively. In

conclusion, this review effectively demonstrates the value of IBL in promoting

problem solving, leaving no gap in the understanding of this connection

between the educational approach and the desired learning outcome.

Related Literature

Inquiry-Based Learning (IBL) is transforming mathematics education by

placing students at the center of the learning process. This section delves into

existing research to investigate how IBL cultivates problem-solving skills,

essential for success in mathematics and beyond.

A growing body of research have shown that the effectiveness of

Inquiry-Based Learning has been widely conducted as a factor in improving

students’ learning performance. Ali Abdi (2018) studied the effect of the

Inquiry-Based Learning method (specifically the 5E learning method) on

students’ academic performance in science courses. It was a quasi-

experimental study with non-equivalent groups, which includes a pretest and

post-test design with the control group. The study was conducted with 20

experimental and 20 control group girl students which utilized am Academic

Achievement Test to both groups. The study concluded that there is a

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significant difference between the achievement of the students who have

been educated by the inquiry-based instruction-supported 5E learning method

and the students who have been educated by the traditional teaching

methods. It then follows that the students who have been educated by the

inquiry-based instruction supported 5E learning method have become more

successful than the students who have been educated by the traditional

teaching method. Moreover, Stender, Schwichow, Zimmerman, & Härtig

(2018) findings provide evidence that students can indeed learn new content

knowledge by using inquiry skills to answer research questions.

In this research, inquiry-based teaching is developed by strengthening

its cognitive and attitudinal dimensions, fostering habits of mathematical

inquiry in the classroom, in the way professional mathematicians work

(Gómez-Chacón et al., 2021). The results of different European research and

innovation projects such as PRISMAS (Maak & Reitz-Koncebovski, 2013) or

European Project Partnership for Learning and Teaching in University

Mathematics (PLATINUM) (Gómez-Chacón et al., 2021), whose main

purpose is the development of teachers’ competences for the design,

teaching and evaluation of IBL materials in mathematics, have shown that for

a real integration in everyday life, it is necessary to consider among the

objectives the development of students’ motivation, beliefs and attitudes.

Therefore, one of the main current challenges in research is to document and

explain the long-term development of learners in terms of the above-

mentioned constructs in mathematics educational contexts.

Handayani et al. (2018) propose that inquiry-based learning empowers

students to take charge of their learning journey. Through engaging activities,

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students actively discover mathematical concepts, leading to deeper

understanding, and enhanced problem-solving skills. This study describes

inquiry-based learning as a model that encourages students to take

responsibility for their own learning and actively engage in discovering

mathematical concepts through various activities provided by the teacher.

They argue that this approach fosters deeper understanding and problem-

solving abilities.

In some studies, such as Lisniandila et al. (2019), it was found that

PBL may not be very effective in developing problem solving skills when

students are accustomed to conventional methods, especially in science

subjects. However, recent developments in science education at a tertiary

level has seen a greater implementation of PBL as a student-centered active

learning model, especially in medicine (Foo et al., 2021), nursing science

(Boleng et al., 2017; Hidayati et al., 2020; Saputro et al., 2020), mathematics

and engineering (Hsu, 2021).

Nevertheless, research studies on PBL in the social sciences published

in high-impact journals are relatively scarce in the Web of Science, Scopus,

and ProQuest databases as compared to pure sciences. As such, Ulger

(2018) suggested that future research should explore the adoption of PBL

method in a variety of educational disciplines to understand how it enhances

students’ problem-solving skills. This call has promoted more research into

the application of PBL in social sciences curricula, such as economic studies

(Corral-Lage et al., 2021), Islamic studies (Hashim & Samsudin, 2020), visual

arts (Ulger, 2018), civic education (Suarniati et al., 2019), and counselling

studies (Suryanti & Supeni, 2019).

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In addition, a study by Ferguson (2010) a quantitative study comparing

inquiry-based and traditional mathematics instruction in eighth-grade pre-

algebra classrooms. The findings revealed that students in the inquiry-based

group demonstrated significantly greater improvement in their understanding

and comprehension of mathematical concepts. This quantitative study

compared inquiry-based and traditional mathematics instruction in eighth-

grade pre-algebra classrooms. The results indicated that students receiving

inquiry-based instruction showed significantly greater improvement in their

understanding and comprehension of mathematical concepts.

Moreover Ahn, J.-H., & Han, S. Y. (2017) investigated the impact of

inquiry-based learning (IBL) on elementary school students' mathematics

learning and problem-solving abilities. The researchers conducted a quasi-

experimental study with two groups of third-grade students: an IBL group and

a traditional instruction group. The IBL group participated in activities that

emphasized active exploration, inquiry, and problem-solving, while the

traditional instruction group received teacher-centered instruction. The results

revealed that students in the IBL group demonstrated significantly higher

achievement in mathematics and problem-solving compared to the traditional

instruction group. The study suggests that IBL can be an effective approach

for enhancing students' mathematical understanding and problem-solving

skills.

Similar study where Nadim Farooqi (2020) applied Inquiry-based

Learning in teaching Mathematics in early childhood found out that the use of

Inquiry-based Learning whilst young will provide a strong foundation in

mathematics. Many of the participants in his study gave positive feedback on

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the impact of Inquiry-based Learning on student engagement and building a

foundation of skills. An increase in student achievement in math classes that

utilized Inquiry-based Learning was noticed and reported. Teachers together

with the administrators believe that IBL will yield a positive impact and

success for learners in mathematics.

Inquiry-based learning has gained increasing recognition within science

curricula, international research initiatives, and classroom instruction. The

application and impact of inquiry-based approach across various subjects

have been extensively investigated (Pedaste et al., 2015). Consequently,

meta-analyses have been conducted to synthesize findings from individual

studies on inquiry-based learning. For instance, Kaçar et al., (2021)

conducted a meta-analysis on the effects of inquiry-based learning concerning

students' academic achievement across different grade levels and publication

types. This study revealed that inquiry-based learning enhances academic

performance across grade levels. Notably, it exhibits greater efficacy at the

high school level compared to other educational level, with effect sizes

showing no significant variation by publication type (i.e., articles and theses).

Meanwhile, Aktamiş et al., (2016) found that inquiry-based science education

enhances academic performance and aids in honing science process skills

and attitudes, though its impact on student achievement is more pronounced.

Zheng et al., (2018) also explored the effectiveness of combining mobile

devices with inquiry-based learning, discovering a substantial positive effect

on students' learning outcomes. Heindl (2019) showcased a positive effect

size for the consistent application of inquiry-based learning in primary and

secondary schools. Finally, a second-order meta-analysis was conducted by

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Öztürk et al., (2022), demonstrating that inquiry-based learning moderately

enhances students’ learning outcomes.

The research reviewed in this section overwhelmingly supports the

effectiveness of Inquiry-Based Learning (IBL) in fostering problem-solving

skills in students. Studies encompassing diverse disciplines, including

mathematics (Gu et al., 2018; Manouchehri & Enderson, 2009), science

(Boleng et al., 2017; Hidayati et al., 2020; Saputro et al., 2020), social

sciences, and arts (Hsu, 2021; Wale & Bishaw, 2020), consistently

demonstrate the effectiveness of IBL in promoting deeper understanding,

enhanced problem-solving abilities, compared to traditional teaching methods.

Similarly, studies by Lisniandila et al. (2019) and Ulger (2018) emphasize the

effectiveness of IBL in fostering problem-solving abilities. While some

research acknowledges challenges for students initially adapting to IBL,

particularly those accustomed to conventional methods (Wang & Lin, 2017),

the overall positive impact on problem-solving is undeniable. Meta-analyses

further solidify this conclusion, underscoring the effectiveness of IBL in

boosting academic achievement across different grade levels and subjects.

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Chapter 3

METHODOLOGY

Having established the foundation for this research in the previous

chapters, this section delves into the methodological framework employed to

address the research questions and objectives outlined in chapter 1. The

chosen research design, environment, participants, instruments, sampling

techniques, data collection instruments, and data analysis methods will be

detailed, ensuring transparency and enabling a thorough understanding of the

research process.

Research Design

This study utilizes action research. Coined by Kurt Lewin in 1944,

action research is a unique method for tackling real-world issues. Action

research is a particularly fitting choice for this study because it directly

addresses the goal of improving students' mathematical problem-solving skills

through Inquiry-Based Learning (IBL) implementation. Action research

involves systematically collecting data and making improvements based on

the findings. By implementing inquiry-based learning and observing the

impact on students' problem-solving skills, action research can provide

valuable insights and inform future instructional practices. It involves a cyclical

process of identifying problem, implementing solutions, analyzing the results,

and reflecting on the experience. This focuses both action and reflection, as

highlighted by Tegan George (2023), bridges the gap between theory and

practice. Action research is particularly valuable in social sciences, like

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education, where researchers collaborate with participants to solve problem

and improve practices while generating valuable knowledge.

This design is applicable because it allows for the use of multiple data

collection methods, based on the cyclical nature of action research. These

methods can include pre- and post-tests to assess changes in students'

problem-solving abilities. Additionally, classroom observations, student

surveys, and teacher reflections can provide rich qualitative data on student

engagement, participation, and learning processes. This comprehensive

picture allows the researcher to identify areas of success and areas for

improvement within the IBL implementation, ultimately leading to an increase

in the effectiveness of the intervention for fostering students' problem-solving.

To illustrate, as shown in Figure 2, action research involves planning,

implementation, observation, and reflection cycles. This study utilizes 2 cycles

to open avenue for revision and/or enhancement of the implementation of the

IBL teaching approach and activities.

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PLANNING

REFLECTION IMPLEMENTATION

OBSERVATION

Figure 2: Action Research Cycle

Research Environment

This study will be conducted at Palompon National High School –

Central II, Palompon, Leyte. Palompon National High is the biggest school

among high schools in Palompon, with internet connectivity, audio-visual

facilities, with standard size of each classroom of 7 meters by 9 meters where

classroom-to-learners ratio is more than 1:45 (DepEd). At present, the school

population reached approximately 2,000-3,000 students from grade 7 to grade

10 junior high schools and grades 11 and 12 senior high schools with 3-4

section in each grade level comprising of 50-60 students in each section.

Research Participants
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The participants in this study will be a single section of Grade 10

learners (n=60) from Palompon National High School. This section will be a

heterogeneous class, meaning it will encompass students with a diverse

range of academic abilities, learning styles, and cognitive strengths. To gain a

deeper understanding of the intervention's effect on students with varying

abilities, a purposive sampling technique will be used to select eight (8)

students for further data collection beyond classroom observations. Four (4)

students with the highest scores and four (4) with the lowest scores on a pre-

intervention mathematics post-test will be chosen. This approach allows us to

capture the experiences of students across the academic spectrum within the

heterogeneous class.

Beyond student observation, the study will involve interviews with key

stakeholders. The cooperating teacher, responsible for implementing IBL, will

share their experience and insights. Additionally, a master teacher will offer

their perspective on common practices and the potential of IBL within the

school's math curriculum. This multifaceted approach ensures a

comprehensive understanding of IBL's impact on students' mathematical

abilities.

Research Instrument

To determine the effect of Inquiry-Based Learning to mathematical

problem-solving, teacher-made assessment test – Pre-test/Post-test

(appendix 1) multiple-choice type initially consist of Forty (40) items will be

administered to the learners. The pre/post assessment test will be constructed

by the researchers based on a grade 10 junior high school lessons..

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It will be presented to Mathematics Experts to ensure the validity and

reliability of the test questionnaires. Then it will be pilot testing to one of the

school of Isabel, Leyte, in which students are comparable to the study

participants, ensuring that the learners are of the same level of knowledge

and ability as the research participants. After the pilot-testing, it will undergo

item analysis to open avenue for eliminating or revising items to ensure the

credibility of the test question and to determine which test items must be

retained or discarded.

The result of the pre-assessment will be used as the basis for the final

revision of the problem-solving test questionnaire. Item difficulty and index

discrimination (appendix 2) used to understand the validity and effectiveness

of the test items. The same questionnaires will be used for pre-test and post-

test but the sequencing of items will change.

A survey questionnaire (appendix 3) will also be administered after the

post-test. A semi-structured interview will be used to gain a comprehensive

insight on the effects of Inquiry-Based Learning to Mathematical Problem-

Solving Skills. The first part is the personal data of the respondents, the

second part is the checklist on the effectiveness of the implementation of the

intervention, and the third part is the open ended question regarding their

insights on IBL approach in the mathematical problem-solving.

Research Procedure

This section presents the research procedure that will be used in this

study. This detailed the planning, implementation, observation, and reflection

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processes as components of action research. This study will utilize two (2)

cycles.

DEVELOPING AN ACTION PLAN

(Inquiry-Based Learning)
 Preparation of the Pre/Post-Test
 Developing Lesson Plan/s
 Preparation of Learning Materials
 Developing an IBL Learning Package in Math

OBSEVATION
IMPLEMENTING THE ACTION
PLAN
Discussions:
PRE-TEST
Teaching Forums and
Strategy meetings

Inquiry-Based Activities/
Performances Compilation of
Learning activities

Group Work Interview:

POST-TEST Learners and
Teacher

REFLECTIONS
(Gather, organize, analyze data)

Figure 3: Research Procedure

Plan: As a matter of school protocol, a letter of request (appendix 4) will be

forwarded to the school principal of Palompon National High School to seek

permission for the conduct of the study.

Preparation of the Pre-test/Post-Test. Test questionnaires include

the topic ‘proving the remainder theorem and the factor theorem’ for

first iteration and ‘solving problems involving polynomials and

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polynomial equations’ for the second iteration. This provides valuable

insights into students' prior knowledge and skills. Learners should have

access to the required materials such as blank papers, pen, pencils,

etc.

Developing Lesson plan/s. Inquiry-Based Learning approach is

implemented in the lesson planning, this is to ensure a thorough

discussion of the lessons being tested.

Preparation of the Learning Materials. The researchers prepared the

following materials: blank papers, pens, pencils, and test

questionnaires.

Developing an IBL Learning Package in Math. At the end of this

study, the researchers develop an IBL learning package including the

lesson plan/s, learning materials, assessments and/or performance

tasks, interview guide sheets, recommendation from learners and

teachers, findings, and conclusions.

Implementation: Inquiry-Based Learning will be in a form of teaching

approach, board-work, activity/performance tasks, group work/collaborative

work – learners are allow to ask questions, investigate and explore the

concept of the topic being discussed.

Teaching Strategy. During the lecture, IBL will be used as teaching

strategy where learners can explore, investigate and inquire knowledge

on their own. During this stage, the learners will be given the

opportunity to ask questions and will be entertained.

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Activities/Performance tasks. Every after the discussions, learners

will be also given an activity/performance task and/or collaborative

work. They will be guided by step-by-step instruction in doing all the

activities. Students are encouraged to compile all their outputs for them

to reflect on their learning and develop their own strategies in learning.

Group activity/Collaborative work. After the discussion, they will be

having a group activity. They will be given ample time which they will

be used for brainstorming, problem-solving, conceptualizing, outlining

their answers, writing and presenting their output. To promote fairness

and transparency in the grading process, their output will be graded

through the given rubrics so students could have better understanding

of what will be expected from them.

Observation. The researchers aim to understand whether the students

grappled with challenges and understand the lesson being presented. With

this, researchers will conduct weekly observation through group discussion

with the students opening avenue for their concerns with the strategy,

activities, and outputs to gain knowledge whether they are improving or not.

Observations also include reflecting on their compiled activities, researchers

will document their scores over time to determine if there are changes.

Reflections. In this stage, the researchers reflect on the documented

observations to interpret, develop, and formulate ideas about what had

occurred. The researcher will examine the collected data from observation to

analyse and open doors for enhancement/revision of the implementation for

the second cycle.

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Data Analysis

This section present the analysis of the data collection to address the

research questions outlined in the introduction. To gain a comprehensive

understanding of the data, this analysis utilizes both quantitative and

qualitative analysis.

Quantitative Analysis. For descriptive statistics, the mean and standard

deviation will be used to determine whether there will be changes of their

scores in pre-test and post-test then it will undergo paired t-test.

Mean: The mean is a single number that represents the average

performance of the group. This makes it easy for the researchers to see if

there's a general improvement in scores after the intervention. It is used to

measure what are the levels of mathematical problem-solving skills of the

learner before and after the intervention.

Standard Deviation: It will be used along with Mean measures to get

a complete picture of the intervention's effectiveness. It helps the researcher

to have a deeper understanding of the distribution of scores on a

mathematical problem-solving skills assessment. By analyzing it before and

after an intervention, researchers can gain insights into the impact on the

variability of those skills among learners.

Paired T-test for Dependent Group: Used to compare the distribution

of scores before and after the intervention. This can reveal if the intervention

narrowed the achievement gap or if the entire group improved.

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Qualitative Analysis: is a research method that dives into the "why" and

"how" questions. It involves analyzing non-numerical data, like interviews,

observations, or open-ended responses, to understand people's experiences,

feelings, and perspectives.

Thematic analysis: it is a widely used method in qualitative research

for identifying, analyzing, and interpreting patterns of meaning within data

(Braun & Clarke, 2006). The researchers consider this as useful tool to

analyze the open-ended responses in a survey. It helps identifying areas for

improvement by analyzing the themes in the responses; the researchers can

understand what learners and teachers find helpful or challenging in the

current IBL activity sheets. This allows researchers to pinpoint areas for

improvement. Thematic analysis helps group similar comments together. This

can reveal common concerns or suggestions, making it easier to prioritize

changes.