Inquiry-Based Learning as a Pedagogical Approach in Education: A Qualitative Study at ManggitahanNational High School

Authors

  • Rhonalyn Apales Deped-Manggitahan NHS Author

DOI:

https://doi.org/10.64358/sih.v2i1.47

Keywords:

inquiry-based learning, pedagogy, learner engagement, qualitative study, secondary education

Abstract

Inquiry-based learning (IBL) has been widely recognized as an effective pedagogical approach that promotes active learning, critical thinking, and deeper conceptual understanding. This qualitative study examined the implementation of inquiry-based learning as a pedagogical approach at Manggitahan National High School and explored its influence on learners’ engagement and learning experiences. Using a qualitative descriptive research design, data were collected through semi-structured interviews with teachers and focus group discussions with learners. Thematic analysis revealed four major themes: learner engagement through inquiry and exploration, development of understanding through guided inquiry, positive effects on learner motivation and confidence, and challenges in implementing inquiry-based instruction. Findings indicate that inquiry-based learning supports meaningful learning by actively involving learners in questioning, investigation, and reflection. However, constraints related to time, learner readiness, and instructional resources affect consistent implementation. The study concludes that inquiry-based learning is a valuable pedagogical approach in secondary education when supported by appropriate scaffolding, institutional support, and instructional planning.

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Published

2026-05-23

Issue

Vol. 2 No. 1 (2026): Studies in Interdisciplinary Horizons

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Articles

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