Pinagpala Publishing Services - LEARNERS’ PERCEPTION OF INQUIRY-BASED LEARNING (IBL) APPROACH ON STUDENTS’

Pinagpala Publishing Services

World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.127-134

LEARNERS’ PERCEPTION OF INQUIRY-BASED LEARNING (IBL) APPROACH ON STUDENTS’ ACADEMIC ACHIEVEMENT AT SURIGAO DEL NORTE STATE UNIVERSITY-CLAVER CAMPUS

Authors

Rogelie T. Delegencia, Denise Lee Ann C. Dollentes, Zailuxamuz Farrah Legaspi

Bachelor of Secondary Education - Major in English

Surigao Del Norte State University, Claver Campus

Abstract

This study examined the correlation between learners' perceptions of Inquiry-Based Learning (IBL) and students’ academic achievement at Surigao del Norte State University – Claver Campus. Involving 300 students, the research utilized a descriptive-correlational design, collecting data through a validated survey. Findings indicated a “Very Positive Perception” of IBL, with grand means of 4.48 for engagement, 4.42 for critical thinking, and 4.39 for autonomy. However, analyses showed no significant relationship between students' perceptions of IBL and their GPA, suggesting that although IBL is valued for enhancing 21st-century skills, these benefits do not immediately impact academic performance. The study recommends standardizing IBL integration and providing structured support from faculty to help improve academic outcomes.

Keywords: Inquiry-Based Learning, learners’ perception, academic achievement, grade point average, engagement and motivation, critical thinking skills, self-direction and autonomy

https://doi.org/10.65494/pinagpalapublishing.353

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