Engaging Minds: Inquiry-Based Pedagogical Strategies and Grade 12 Students Attitudes Towards Physical Science (VOLUME 2, ISSUE 13)

Abstract

Inquiry-based strategies are widely recognized as effective approaches for promoting student engagement, critical thinking, and meaningful learning in science education. However, their consistent application in Senior High School Physical Science classrooms remains a challenge, which may influence learners’ attitudes toward the subject. This quantitative study examined the relationship between teachers’ use of inquiry-based strategies and the attitudes of Grade 12 students toward Physical Science in selected secondary schools in the Division of Tacurong City, Sultan Kudarat, during School Year 2025-2026. The study employed a descriptive-correlational research design to determine both the extent of teachers’ application of inquiry-based strategies and the level of students’ attitudes toward the subject. Seven Physical Science teachers were selected through total enumeration, while fifty Grade 12 students were chosen using simple random sampling to ensure fair representation. Data were gathered through a validated survey questionnaire designed to measure teachers’ instructional practices and students’ attitudes in terms of positive, negative, and neutral responses. The collected data were analyzed using weighted mean to determine the level of application and attitudes, and Pearson’s r correlation to identify relationships between variables. Findings revealed a high level of inquiry-based strategy use and predominantly positive student attitudes, with low negative and minimal neutral responses. A positive, statistically significant relationship was observed between teachers’ practices and students’ attitudes, indicating that inquiry-based strategies contribute to student engagement and positive learning experiences. The study emphasizes the importance of ongoing professional development, strengthened inquiry-driven instruction, and teacher support to improve student attitudes and learning outcomes in Physical Science. Keywords: Inquiry-based strategies, student engagement, student attitudes, teacher’s practices, descriptive-correlational design, Pearson’s r correlation