ISSN 3028-1261
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A Pos Hoc Analysis o he Senio High School Teache s’
P o ile on Inqui y-Based App oaches
Melina O. Dela C uz
Abs ac . This s udy examined he e ec i eness o Inqui y-Based Lea ning (IBL) app oaches
among Senio High School eache s, ocusing on ou key s a egies: P oblem-Based Lea ning,
P ojec -Based Lea ning, Case-Based Lea ning, and Disco e y Lea ning. Speci ically, he
esea ch aimed o de e mine he demog aphic p o ile o he esponden s, assess he ex en o
hei pe cep ions o IBL e ec i eness, and iden i y any signi ican di e ences in pe cep ion
when g ouped by age, ma i al s a us, eaching expe ience, and ype o school. A desc ip i e-
compa a i e esea ch design was employed using a alida ed su ey ins umen adminis e ed
o six y (60) Senio High School eache s. Da a we e analyzed using equency dis ibu ion and
one-way Analysis o Va iance (ANOVA).Findings e ealed ha mos esponden s we e aged
41–50, ma ied, had 11–15 yea s o eaching expe ience, and we e employed in public schools.
Teache s pe cei ed IBL app oaches as mode a ely o ex ensi ely p ac ical, wi h P oblem-
These indings sugges ha eache s’ pe cep ions o IBL e ec i eness a e consis en , ega dless
o pe sonal o ins i u ional cha ac e is ics.The s udy ecommends s eng hened p o essional
de elopmen , including all demog aphic p o iles, and he ins i u ional suppo necessa y o
b oade IBL implemen a ion in Senio High School se ings.
KEY WORDS
1. Inqui y-Based Lea ning 2. P oblem-Based Lea ning 3. P ojec -Based
Lea ning
Da e Recei ed: Augus 15, 2025 — Da e Re iewed: Sep embe 20, 2025 — Da e Published: Oc obe
10, 2025
1. In oduc ion
Inqui y-Based Lea ning (IBL) has become
inc easingly p ominen in educa ional discou se,
pa icula ly in he con ex o social science
ins uc ion, whe e i is ega ded as an e ec-
i e pedagogical s a egy o cul i a ing cul-
u al awa eness, ci ic unde s anding, and po-
li ical li e acy. IBL p omo es ac i e s uden
engagemen h ough ques ioning, explo a ion,
and he cons uc ion o knowledge a he han
passi e ecep ion. This lea ne -cen e ed ap-
p oach encou ages c i ical hinking and mean-
ing ul connec ions o eal-wo ld issues (Kim
Lee, 2022; Chen, Mo ales, Tan, 2023). De-
spi e i s heo e ical s eng hs, IBL’s implemen-
a ion emains complex and con es ed. P ac-
ical conce ns ha e been aised abou eache
eadiness, he a ailabili y o ins uc ional e-
sou ces, and he app op ia eness o assessmen
ools ha align wi h IBL’s open-ended na u e
(Williams, San os, De Guzman, 2021). Mo e-
o e , c i ics a gue ha wi hou s uc u ed sca -
olding, IBL may no su icien ly suppo he de-
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elopmen o essen ial easoning skills equi ed
o disciplina y li e acy (Alam i Dey, 2021).
In e na ionally, IBL has been in eg a ed in o
a ious educa ional amewo ks, ye i s ecep-
ion has been mixed. In Canada, o example,
disco e y-based app oaches ha e come unde
sc u iny o yielding inconsis en ou comes, pa -
icula ly in he absence o guided ins uc ion
(Taylo F ancis, 2023). This c i ique has con-
ibu ed o he g owing emphasis on mo e s uc-
u ed models o inqui y, such as p oblem-based
lea ning, which blend explo a o y lea ning wi h
eache acili a ion o enhance concep ual cla -
i y and s uden achie emen (Rahman Sinclai ,
2024). As such, while IBL holds conside able
p omise o deepening s uden unde s anding
in he social sciences, i s e ec i eness is con-
ingen upon hough ul implemen a ion, ade-
qua e eache p epa a ion, and alignmen wi h
con ex -speci ic educa ional goals. IBL also
plays a c ucial ole in os e ing indi idual in-
no a i eness, now seen as a key employabil-
i y ai . Aca and Tuncdogan (2020) p oposed
a concep ual amewo k linking IBL wi h s u-
den inno a ion, emphasizing he bene i s o
open-ended, explo a o y, and collabo a i e in-
qui y o ma s in enhancing c ea i e capaci ies.
Se e al ins uc ional a ia ions all unde IBL,
including case-based and p oblem-based lea n-
ing, as well as lec u e-in eg a ed app oaches.
These di e in he le el o s uden au onomy
and ins uc o guidance (Taw ik, Hung, Gi-
abbanelli, 2020). In he Philippines, Schools
a e en isioned as ac i e lea ning hubs whe e
s uden s cul i a e c i ical and c ea i e hinking
o sol e au hen ic p oblems. An onio and P u-
den e (2024) ound ha IBL enhances highe -
o de hinking ac oss disciplines and academic
le els, hough i s in eg a ion emains limi ed
in con ex s whe e echnological access is con-
s ained. Con e sely, Gudelos (2024) obse ed
no signi ican pe o mance di e ences be ween
s uden s exposed o IBL in eading comp e-
hension and hose augh h ough adi ional
me hods, sugges ing ha academic ou comes
may a y depending on con en a ea o deli -
e y me hod. The widesp ead adop ion o IBL
is hinde ed by sys emic ba ie s, including in-
su icien eache p epa a ion and a p e ailing
cul u e o o e lea ning and exam-cen ic in-
s uc ion. Educa o s, especially hose eaching
ou side hei specializa ion, o en lack he con i-
dence and skills o implemen lea ne -cen e ed
app oaches e ec i ely. Add essing hese chal-
lenges equi es sus ained in es men in eache
aining, adequa e ins uc ional esou ces, and
g adual cul u al shi s in pedagogy. These e-
o ms a e pa icula ly ele an in se ings such
as he Thi d Dis ic o Co aba o Di ision, he
ocal a ea o he cu en s udy.
1.1. Theo e ical/Concep ual F amewo k
o he S udy —The Cons uc i is heo y se es
as a ounda ional amewo k o analyzing he
e ec i eness o Inqui y-Based Lea ning (IBL)
in enhancing social science li e acy among se-
nio high school s uden s. O igina ing om
he seminal wo ks o Jean Piage and Le Vy-
go sky, Cons uc i ism emphasizes ha lea n-
e s ac i ely cons uc knowledge h ough expe-
ien ial engagemen , e lec ion, and meaning-
ul in e ac ion wi h hei en i onmen . This
pa adigm closely aligns wi h IBL, which p i-
o i izes s uden -d i en inqui y, c i ical hink-
ing, and he in eg a ion o new in o ma ion wi h
p io knowledge o suppo deepe unde s and-
ing (Chen e al., 2023; Kim Lee, 2022). In
Cons uc i is lea ning en i onmen s, s uden s
a e no passi e ecipien s o con en bu ac i e
pa icipan s in cons uc ing hei unde s and-
ing. Wi hin IBL, s uden s engage in au hen ic
p oblem-sol ing and explo a o y asks, mi o -
ing Piage ’s p ocesses o assimila ion and ac-
commoda ion ha acili a e cogni i e g ow h
(Alam i Dey, 2021). Vygo sky’s concep o
he Zone o P oximal De elopmen (ZPD) u -
he ein o ces he impo ance o sca olding
and collabo a i e dialogue in lea ning, which
a e in eg al ea u es o IBL ac i i ies ha in-
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Fig. 1. Theo e ical/Concep ual F amewo k
ol e g oup in es iga ions and pee in e ac ions
(Lopez Thompson, 2022). U ilizing Cons uc-
i ism as he heo e ical lens o his s udy en-
hances i s academic igo and p o ides a ped-
agogical jus i ica ion o using IBL in social
sciences ins uc ion. This app oach suppo s
he de elopmen o highe -o de hinking skills,
con ex ual lea ning, and knowledge e en ion
by aligning eaching s a egies wi h lea ne s’
cogni i e and social de elopmen ajec o ies
(Williams e al., 2021). Recen empi ical s udies
unde sco e he con inued ele ance o Cons uc-
i ism in mode n IBL applica ions, pa icula ly
hose enhanced by echnology. Fo ins ance,
Thompson e al. (2021) highligh ed how i -
ual simula ions acili a e scien i ic inqui y by
allowing s uden s o manipula e a iables and
isualize complex sys ems. Likewise, Ande -
son and Hansen (2022) ound ha collabo a i e
online ools os e pee in e ac ion and social
lea ning, e lec ing Vygo sky’semphasis on he
ZPD in digi al lea ning en i onmen s. Addi ion-
ally, Rahman and Sinclai (2024) demons a ed
ha blended IBL models suppo ed by digi al
pla o ms p omo e ac i e engagemen and in e -
disciplina y skill de elopmen in social s udies.
In sum, Cons uc i ism emains a highly ele-
an and adap able amewo k in oday’s edu-
ca ional landscape, pa icula ly in guiding he
implemen a ion o IBL in social science class-
ooms. I s emphasis on ac i e, con ex ual, and
collabo a i e lea ning complemen s con empo-
a y pedagogical goals ocused on de eloping
c i ical, in o med, and globally awa e lea ne s.
2. Me hodology
This chap e ou lines he essen ial p ocedu es unde aken in conduc ing he s udy. I de ails
he esea ch design, sampling echnique and esponden selec ion, da a ga he ing ins umen s,
p ocedu al s eps, e hical conside a ions, and da a analysis me hods. Each componen is s uc u ed
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o ensu e me hodological app op ia eness and accu acy, he eby acili a ing he collec ion, analysis,
and in e p e a ion o eliable da a.
2.1. Resea ch Design—This s udy em-
ploys a quan i a i e compa a i e esea ch de-
sign aimed a assessing he e ec i eness o he
inqui y-based lea ning app oach in enhancing
senio high school s uden s’ unde s anding o
cul u e, socie y, and poli ics wi hin he Thi d
Dis ic o he Di ision o Co aba o. This s udy
u ilized he desc ip i e quan i a i e-compa a i e
esea ch design is a sys ema ic app oach aimed
a iden i ying and compa ing di e ences among
g oups based on speci ic a iables using s a is-
ical me hods o analysis. In he s udy en i-
led ”A Pos Hoc Analysis o he Senio High
School Teache s’ P o ile on Inqui y-Based Ap-
p oaches,” his design is pa icula ly app op i-
a e o unde s anding how di e en eache p o-
iles—such as age, eaching expe ience, edu-
ca ional a ainmen , and p o essional de elop-
men exposu e— ela e o hei use o inqui y-
based eaching s a egies. One-way ANOVA
is he co e s a is ical ool, allowing o he
compa ison o mean di e ences among mul-
iple independen g oups o de e mine whe he
hese ac o s signi ican ly di e in he e ec-
i eness o inqui y-based app oaches. When
signi ican esul s a e ound, a pos hoc analy-
sis u he explo es speci ic g oup di e ences,
p o iding deepe insigh s in o how pa icula
cha ac e is ics impac eaching s a egies. In
his s udy, he independen a iable pe ains o
he dis inc eache p o iles, while he depen-
den a iable measu es he ex en o hei use
o inqui y-based ins uc ional s a egies, as in-
dica ed h ough su ey esponses, class oom
obse a ion a ings, o sel - epo ed p ac ices.
The analysis begins wi h es ing he null hy-
po hesis, which assumes no signi ican di e -
ences among he g oups, agains he al e na i e
hypo hesis ha a leas one g oup di e s sig-
ni ican ly. Analysis o Va iance (ANOVA) is
u ilized o assess whe he he a iance in he
dependen a iable be ween g oups is g ea e
han he a iance wi hin g oups. A signi ican
F-s a is ic sugges s di e ences in g oup means,
p omp ing he use o pos hoc p ocedu es, such
as Tukey’s o Bon e oni es s, o iden i y whe e
hese di e ences occu . This analy ical ame-
wo k acili a es a comp ehensi e unde s anding
o how demog aphic and p o essional cha ac-
e is ics shape he implemen a ion o inqui y-
based lea ning, he eby in o ming s a egies o
imp o ing eaching p ac ices.
2.2. E hical Conside a ion—E hical con-
side a ions ensu e in eg i y and espec o in-
di iduals’ igh s in esea ch. Volun a y pa ici-
pa ion is undamen al, allowing indi iduals o
decide eely whe he o engage in he s udy.
In o med consen equi es pa icipan s o e-
cei e clea in o ma ion abou he s udy’s pu -
pose, isks, and bene i s be o e ag eeing o pa -
icipa e. This app oach upholds anspa ency
and p o ec s he well-being o esponden s.
2.3. Resea ch Responden s—To de e mine
he app op ia e sample size o he s udy in ol -
ing 100 seconda y senio high school eache s
eaching Unde s anding Cul u e, Socie y, and
Poli ics in he Thi d Dis ic o he Di ision o
Co aba o, Slo in’s o mula was applied o en-
su e a ep esen a i e selec ion o esponden s.
Using a 5% ma gin o e o , he compu ed sam-
ple size esul ed in 80 eache s. This ensu es
ha he da a collec ed is bo h s a is ically eli-
able and p ac ical o analysis while main aining
easibili y in e ms o ime and esou ces. The
chosen sample size allows o a su icien ep e-
sen a ion o he a ge popula ion, minimizing
po en ial biases and ensu ing ha he indings
accu a ely e lec he esponden s’ pe spec i es.
I a lowe ma gin o e o we e o be consid-
e ed, a la ge sample size would be necessa y
o achie e highe p ecision in he s udy’s e-
sul s. In selec ing he esponden s o he s udy,
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h ee key inclusion c i e ia we e es ablished o
ensu e he ele ance and eliabili y o he da a
collec ed. Fi s , he esponden s mus be sec-
onda y senio high school eache s who a e ac-
i ely eaching Unde s anding Cul u e, Socie y,
and Poli ics in he Thi d Dis ic o he Di i-
sion o Co aba o du ing he academic yea o
he s udy. This c i e ion ensu es ha he pa -
icipan s ha e di ec expe ience and amilia i y
wi h he subjec ma e , allowing hem o p o-
ide in o med esponses. Second, he eache s
mus ha e a leas one yea o eaching expe i-
ence in he subjec o ensu e su icien exposu e
o he cu iculum, pedagogical s a egies, and
associa ed challenges. This minimizes po en-
ial biases om newly appoin ed eache s who
may s ill adjus o he subjec . Las ly, he e-
sponden s mus be willing o pa icipa e and
p o ide in o med consen , ensu ing e hical con-
side a ions a e me and ha pa icipan s engage
olun a ily in he s udy. These inclusion c i e ia
collec i ely ensu e ha he sample comp ises
quali ied, expe ienced educa o s who can con-
ibu e aluable insigh s o he esea ch.
2.4. Resea ch Ins umen —In his e-
sea ch s udy, he esea che employed an
adap ed ins umen de i ed om a comp ehen-
si e e iew o li e a u e and ela ed s udies. A
dedica ed e o was made o collec and sc u i-
nize li e a u e o ex ac concep s ha in o med
he con en and o e ed suppo o he ins u-
men and i s associa ed s ands. This me icu-
lous p ocess a icula ed a se o ques ion i ems,
add essing po en ial h ea s o he s udy’s a-
lidi y. As he au ho a gued, i ems we e de el-
oped om he e iewed li e a u e. The su ey
ques ionnai e had wo pa s. One de e mined
he ex en o inqui y-based lea ning app oaches,
such as p oblem-based lea ning, p ojec -based
lea ning, case-based lea ning, and disco e y
lea ning app oaches. Likewise, he second pa
o he su ey measu ed he ex en o which
esponden s unde s ood cul u e, socie y, and
poli ics in e ms o hei applica ion o e e y-
day li ing, c i ical hinking, p oblem sol ing,
and da a in e p e a ion. To alida e he accu-
acy and consis ency o he esea ch ins umen ,
he su ey i ems we e subjec ed o a eliabil-
i y assessmen using C onbach’s Alpha a he
0.05 le el o signi icance. C onbach’s Alpha
is widely ecognized o measu ing he in e -
nal consis ency o a scale, e alua ing he ex en
o which i ems collec i ely ep esen a single
cons uc (Ta akol Dennick, 2011). Acco d-
ing o Geo ge and Malle y (2003), a eliabili y
coe icien abo e 0.70 is conside ed accep able,
abo e 0.80 is ega ded as good, and abo e 0.90
is classi ied as excellen . In his s udy, he ins u-
men yielded a C onbach’s Alpha o 0.974, in-
dica ing excep ional in e nal consis ency. This
esul con i ms ha he ins umen is highly e-
liable o cap u ing ele an da a on eache s’
adap a ion s a egies and lea ning ou comes in
he con ex o cu iculum change. The su ey
employed a 5-poin Like scale, wi h in e p e a-
ion pa ame e s ou lined in he subsequen sec-
ion. To assess he in e nal consis ency o he e-
sea ch ins umen , F equen is Scale Reliabili y
Analysis was conduc ed using C onbach’s alpha
(), which yielded a unidimensional eliabili y
coe icien o 0.874, indica ing a high le el o
in e nal consis ency among he i ems measu -
ing he pe cei ed e ec i eness o Inqui y-Based
Lea ning (IBL) app oaches. This alue exceeds
he h eshold o 0.70 ecommended by Nunnally
and Be ns ein (1994) as adequa e o social sci-
ence esea ch. The 95% con idence in e al
o he alpha coe icien anged om 0.110 o
0.958, wi h a s anda d e o o 0.107, sugges -
ing a ela i ely b oad in e al ha may indica e
a iabili y in i em consis ency, hus wa an ing
u he e iew o speci ic su ey i ems.
2.5. Da a Ga he ing P ocedu e—
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Scale Desc ip i e Ra ings and In e p e a ion o Inqui y-Based Lea ning Ap-
p oaches
Scale Desc ip i e Ra ing In e p e a ion
4.20 – 5.00 Ve y Ex ensi e
The inqui y-based lea ning app oaches a e always
mani es ed.
3.40 – 4.19 Ex ensi e
The inqui y-based lea ning app oaches a e o en-
imes mani es ed.
2.60 – 3.39 Mode a ely Ex ensi e
The inqui y-based lea ning app oaches a e some-
imes mani es ed.
1.80 – 2.59 Less Ex ensi e
The inqui y-based lea ning app oaches a e a ely
mani es ed.
1.00 – 1.79 No Ex ensi e
The inqui y-based lea ning app oaches a e no
mani es ed.
The guidelines o his p ocess adhe e o he
policies o The Rizal Memo ial Colleges, Inc.
As pa o he o mal eques , esea che s delin-
ea e hei in en ions ega ding da a collec ion,
analysis, and dissemina ion, aligning hese wi h
he o e a ching esea ch goals. This commu-
nica ion p oac i ely add esses an icipa ed con-
ce ns o ques ions om ecipien s, p o iding
assu ances on e hical sa egua ds, con iden ial-
i y measu es, and he po en ial bene i s o he
s udy. The o mal pe mission eques explici ly
seeks au ho iza ion o p oceed, emphasizing he
pi o al ole o hei suppo in ensu ing he e-
sea ch’s success.
Pe mission o Conduc he S udy
In Ma ch 2025, be o e da a collec ion, he
esea che ob ained necessa y pe missions om
he ele an au ho i ies, including he esea ch
ad ise , he Dean o The Rizal Memo ial Col-
leges, Inc., and he op managemen o Co aba o
Schools Di ision O ice, h ough he app op i-
a e channels. This in ol ed submi ing a com-
p ehensi e esea ch p oposal ou lining s udy
design, p ocedu es, and po en ial isks and ben-
e i s. The esea che p o ided de ailed in o ma-
ion abou he s udy’s pu pose, goals, and me h-
ods o da a collec ion, analysis, and epo ing.
Fu he mo e, in Feb ua y 2025, immedia ely
a e he conduc ed colloquium, he esea che
ook s eps o ensu e ha all pa icipan s we e
ully in o med abou he s udy, hei igh s, and
he na u e o hei in ol emen . In o med con-
sen was ob ained om each pa icipan be o e
hey pa icipa ed in he s udy. The esea che
commi ed o da a accu acy and comple eness
du ing he las week o May 2025. The dis-
ibu ion and e ie al o ques ionnai es we e
conduc ed using a s anda dized and sys ema ic
app oach, ensu ing eliabili y in collec ing e-
sponses om pa icipan s.
2.6. Da a Analysis—Mean sco es and s an-
da d de ia ion will be used o add ess s a emen
p oblems numbe one, he demog aphic p o-
ile o he esponden s, and numbe wo, he
ex en o di e en le els o inqui y-based lea n-
ing in he Thi d Dis ic o Di ision o Co a-
ba o. One-way ANOVA was used o answe
s a emen p oblem numbe 3, on he signi ican
di e ence o he pe cei ed e ec i eness o IBL
app oaches hen esponden s we e g ouped in o
Age, Ma i al s a us, Teaching expe ience and
Type o school Pos -hoc Analysis. A pos hoc
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es on each dependen a iable indi idually o
see whe e he signi ican di e ences lie. This
s ep is c ucial o unde s anding he con ibu ion
o each a iable o he o e all model. All da a
p ocessing and analysis we e pe o med using
Je ey’s S a is ics Amazing P og am (JASP)
e sion 0.12.20. When esul s we e yielded,
discussions and in e p e a ions ollowed.
3. Resul s and Discussion
This chap e p esen s he analyzed da a ga he ed om he esponden s, o ganized acco ding o
he speci ic p oblems posed in he s udy. I includes p esen ing, in e p e ing, and discussing
he esul s using app op ia e s a is ical ools and p ocedu es. The indings a e sys ema ically
discussed abou he s udy’s objec i es and hypo heses, wi h he in eg a ion o ele an li e a u e
o suppo he in e p e a ion. Emphasis is gi en o he di e ences in he pe cei ed e ec i eness
o Inqui y-Based Lea ning (IBL) app oaches among Senio High School eache s based on hei
demog aphic p o iles, as measu ed h ough One-Way ANOVA.
3.1. Demog aphic P o ile o Senio High
School Teache s—Table 1 p esen s he de-
mog aphic cha ac e is ics o he Senio High
School eache esponden s, ca ego ized by age,
ma i al s a us, eaching expe ience, and ype
o school. These a iables p o ide essen ial
con ex ual unde s anding o in e p e ing hei
pe cep ions o Inqui y-Based Lea ning (IBL)
app oaches. In e ms o age, he majo i y o
esponden s (53.3%) we e wi hin he 41–50 age
b acke , ollowed by 31–40 yea s old (23.3%),
while a smalle pe cen age we e ei he 20–30
yea s old (8.3%) o 51 yea s and abo e (15.0%).
This dis ibu ion sugges s ha he eaching
wo k o ce in he s udy is p edominan ly com-
posed o mid-ca ee p o essionals. Rega ding
ma i al s a us, a signi ican po ion o he e-
sponden s we e ma ied (61.7%), while single
eache s accoun ed o 23.3%, and a smalle
p opo ion we e widowed (10.0%) o sepa a ed
(5.0%). This di e se ep esen a ion indica es
ha amily li e si ua ions a y ac oss he each-
ing coho , hough as shown in ANOVA esul s,
ma i al s a us does no signi ican ly in luence
hei iews on IBL. Fo eaching expe ience, he
da a show ha he la ges g oup (33.3%) had
been in se ice o 11–15 yea s, ollowed by
hose wi h 16 yea s o mo e (30.0%). Teach-
e s wi h 6–10 yea s o expe ience comp ised
21.7%, 13.3% had 1–5 yea s, and only 1.7% had
less han 1 yea o eaching expe ience. This
sugges s ha mos esponden s a e seasoned
educa o s, likely o ha e been exposed o a -
ious pedagogical p ac ices including IBL. In
e ms o ype o school, he as majo i y o
esponden s we e om public schools (90.0%),
while only 10.0% we e om p i a e schools.
This imbalance e lec s he p edominan s uc-
u e o he Philippine educa ion sys em, whe e
public school eache s make up a signi ican
po ion o he eaching o ce. Despi e his, he
s udy ound no signi ican di e ence in IBL
pe cep ions be ween public and p i a e school
eache s, aligning wi h p io esea ch sugges -
ing ha ins i u ional designa ion is no a de e -
minan o pedagogical a i udes (Ga cia Du an,
2023). O e all, he demog aphic p o ile illus-
a es a eache popula ion ha is p edominan ly
expe ienced, ma ied, and wo king in public
schools— ac o s ha p o ide a s able basis o
p o essional engagemen wi h inno a i e each-
ing app oaches such as IBL.
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Table 1. Demog aphic P o ile o Responden s
Demog aphic Va iable Ca ego y F Pe cen age (%)
Age 20–30 yea s old 5 1.7
31–40 yea s old 14 6.7
41–50 yea s old 32 53.3
51 and abo e 9 15.0
Ma i al S a us Ma ied 37 61.7
Single 14 23.3
Widowed 6 10.0
Sepa a ed 3 5.0
Teaching Expe ience (Yea s) Less han 1 yea 1 1.7
1–5 yea s 8 13.3
6–10 yea s 13 21.7
11–15 yea s 20 33.3
16+ yea s 18 30.0
Type o School Public 54 90.0
P i a e 6 10.0
3.2. Ex en o The Pe cei ed E ec i eness
o Inqui y-Based Lea ning (IBL) App oaches—
Inqui y-Based Lea ning (IBL) is a pedagogical
amewo k ha emphasizes ac i e s uden en-
gagemen in he lea ning p ocess h ough ques-
ioning, explo a ion, and c i ical in es iga ion.
Roo ed in cons uc i is heo ies o educa ion,
IBL encou ages lea ne s o cons uc knowledge
by engaging wi h meaning ul ques ions and eal-
wo ld p oblems, he eby os e ing deep unde -
s anding and li elong lea ning habi s (Pedas e
e al., 2021). IBL app oaches ypically ollow
a s uc u ed cycle in ol ing phases such as o i-
en a ion, concep ualiza ion, in es iga ion, con-
clusion, and discussion, allowing lea ne s o ex-
pe ience he p ocess o scien i ic o disciplined
inqui y (Keselman e al., 2023). In his se ing,
he eache is a acili a o who sca olds s u-
den s’ lea ning by guiding hem h ough inqui y
p ocesses a he han deli e ing di ec ins uc-
ion.
3.3. Signi ican Di e ence in he Pe -
cei ed E ec i eness o Inqui y-Based Lea ning
(IBL) App oaches—Table 3 displays he indings
o a one-way Analysis o Va iance (ANOVA)
used o examine po en ial di e ences in he pe -
cei ed e ec i eness o Inqui y-Based Lea ning
(IBL) app oaches among Senio High School
eache s based on age g oupings. The depen-
den a iable
DV AVE
e lec s he composi e
mean sco e measu ing IBL e ec i eness. The
analysis p oduced an F- alue o 1.085 and a co -
esponding p- alue o 0.363, which exceeds he
s anda d signi icance h eshold o 0.05. Conse-
quen ly, he null hypo hesis— ha no signi ican
di e ence exis s in IBL pe cep ions ac oss age
ca ego ies—is e ained. This esul sugges s
ha eache age does no ha e a s a is ically sig-
ni ican impac on hei pe cei ed e ec i eness
o IBL s a egies.
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Table 2. Summa y on he Ex en o he Pe cei ed E ec i eness o Inqui y-Based
Lea ning (IBL) App oaches
IBL App oach N Mean Desc ip i e Equi alen
P oblem-Based Lea ning 60 3.21 Mode a ely Ex ensi e
P ojec -Based Lea ning 60 3.37 Mode a ely Ex ensi e
Case-Based Lea ning 60 3.20 Mode a ely Ex ensi e
Disco e y Lea ning 60 3.18 Mode a ely Ex ensi e
O e all Mean 60 3.24 Mode a ely Ex ensi e
Legend: Ve y Ex ensi e = Always Mani es ed; Ex ensi e = O en imes Mani es ed; Mode a ely
Ex ensi e = Some imes Mani es ed; Less Ex ensi e = Ra ely Mani es ed; No Ex ensi e = No
Mani es ed
Table 3. ANOVA Table on he Pe cei ed E ec i eness o Inqui y-Based Lea ning
(IBL) App oaches by Age
Sou ce Sum o Squa es d Mean Squa e F p- alue
Age 0.122 3 0.041 1.085 0.363
Residuals 2.100 56 0.038
Decision
No Signi i-
can ; Accep
H0
No e. Type III Sum o Squa es
These indings a e consis en wi h hose
o Zhu e al. (2022), who ound ha eache
age had no signi ican e ec on a i udes o-
wa d inqui y-based ins uc ional p ac ices in a
c oss-disciplina y s udy. Simila ly, Salam e
al. (2023) epo ed ha pedagogical o ien a ion
owa d s uden -cen e ed lea ning such as IBL
ends o be mo e s ongly in luenced by ain-
ing and ins i u ional suppo a he han age o
yea s o se ice. F om a pedagogical s andpoin ,
he esul unde sco es he no ion ha e ec i e
engagemen wi h IBL app oaches is no age-
dependen , bu a he shaped by p o essional
de elopmen expe iences, exposu e o inno a-
i e eaching p ac ices, and school-wide imple-
men a ion cul u e (Nguyen Hallinge , 2021).
This has implica ions o eache de elopmen
p og ams, sugges ing ha IBL- ela ed in e en-
ions can be designed inclusi ely o educa-
o s o all age b acke s wi hou assuming di -
e en ial eadiness based on gene a ional ac-
o s. Table 6.2 displays he esul s o a one-
way Analysis o Va iance (ANOVA) conduc ed
o examine whe he he e a e signi ican di -
e ences in eache s’ pe cei ed e ec i eness
o Inqui y-Based Lea ning (IBL) app oaches
when g ouped acco ding o ma i al s a us. The
dependen a iable
DV AVE
ep esen s he ag-
g ega ed pe cep ion sco es on IBL e ec i eness.
The ANOVA e ealed an F- alue o 0.397 and a
p- alue o 0.756, which is well abo e he alpha
le el o 0.05. The e o e, he null hypo hesis
is accep ed, indica ing ha ma i al s a us does
no signi ican ly a ec how Senio High School
eache s pe cei e he e ec i eness o IBL ap-
p oaches.
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