Inquiry-Based Learning and the Learning Process of Pupils at Antipolo Elementary School

Authors

  • Marjorie Ballitoc Baguilat Author

DOI:

https://doi.org/10.64358/sih.v2i1.49

Keywords:

inquiry-based learning, learning process, elementary pupils, qualitative study, science and general education

Abstract

Inquiry-based learning (IBL) has been widely recognized as an effective pedagogical approach that promotes active engagement, critical thinking, and meaningful learning among pupils. This qualitative study examined how inquiry-based learning influences the learning process of pupils at Antipolo Elementary School. Using a qualitative descriptive research design, data were collected through classroom observations, semi-structured interviews with teachers, and focus group discussions with pupils. Thematic analysis revealed three central themes: active engagement through questioning and exploration, development of conceptual understanding through guided inquiry, and increased learner motivation and confidence. Findings indicate that inquiry-based learning shifts pupils from passive reception of information to active knowledge construction, thereby enhancing comprehension and retention. However, challenges such as time constraints and varying pupil readiness were also identified. The study concludes that inquiry-based learning positively influences pupils’ learning processes when supported by appropriate scaffolding and instructional planning. Implications for classroom practice and curriculum implementation are discussed.

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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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