Learning Models of Inquiry Towards Development on Science Process Skills: Basis for Proposed Action Plan

Abstract

This study examined the perceptiveness of Grade 8 learners toward inquiry learning models and their contribution to the development of Science Process Skills (SPS) as the basis for a proposed action plan. Grounded in Constructivist Learning Theory and Inquiry-Based Learning Theory, the study explored learners’ perceptions in terms of interaction, clarification, questioning, and design, as well as the relationship between selected profile variables and inquiry learning dimensions. A descriptive-correlational research design with a quantitative approach was employed. The respondents were 234 Grade 8 learners from Jaen National High School during the School Year 2023–2024, selected through complete enumeration sampling. Data were collected using an adopted and modified questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient. The findings revealed that learners exhibited positive perceptions of inquiry-based learning across all dimensions, with questioning obtaining the highest level of agreement. Learners perceived inquiry-based learning as effective in enhancing curiosity, participation, critical thinking, creativity, problem-solving, and Science Process Skills. Results further indicated that gender was significantly related only to clarification, while parents’ educational attainment and monthly income showed no significant relationship with any inquiry-learning dimension. Science grades demonstrated significant relationships with interaction, clarification, questioning, and design. The study concluded that inquiry-based learning positively contributes to the development of Science Process Skills and recommended the continued implementation of inquiry-based activities, practical work, collaborative learning experiences, and institutional support for inquiry-oriented science instruction. The study aligns with SDG 4 (Quality Education) by promoting learner-centered science education and SDG 9 (Industry, Innovation and Infrastructure) by fostering inquiry, creativity, and problem-solving skills. Its sustainability contribution lies in strengthening educational practices that support scientific literacy, continuous learning, and improved learner outcomes.