Enhancing Participation and Inquiry Skills by Using Question-Based Lollipops in Engaging Grade 9 Students

Active student participation is fundamental to effective learning. However, many Grade 9 students struggle to engage actively in class discussions, often due to low motivation, fear of judgment, and a lack of confidence in inquiry-based tasks. This action research sought to investigate the effectiveness of the Question-Based Lollipops strategy where students randomly select question-containing lollipops with pre-written questions, as a method to improve participation and inquiry skills in Filipino classes, specifically when studying Noli Me Tangere. Employing a classroom action research design, the study used a mixed-methods approach involving 30 purposively selected Grade 9 students from a private non-sectarian school in Ozamiz City. Data were collected using pre- and post-tests, classroom observations, and semi-structured interviews. Statistical analysis included descriptive statistics and paired-sample t-tests, while qualitative data were analyzed using thematic analysis. The findings were positive, showing a significant enhancement in student engagement and inquiry skills, evidenced by higher participation rates, improved response quality, and greater student confidence in asking and answering questions. Implementing question-based lollipops as an interactive reward system created a lively and participatory learning environment. This strategy offers educators an effective tool to foster curiosity, critical thinking, and collaborative learning among junior high school students. Based on these findings, teachers are encouraged to incorporate the Question-Based Lollipops Strategy as a routine classroom procedure to solicit participation from all learners, particularly shy or reticent students. School leaders should endorse this practice by organizing professional development sessions focused on interactive questioning techniques and student engagement strategies. Curriculum developers should integrate student-centered techniques like the lollipop questioning method into curricula, especially for subjects requiring critical thinking and active engagement. Future researchers are invited to explore the long-term implications of this approach in various subject matters and grade levels, and to compare it with other active learning strategies to determine best practices for promoting inquiry and engagement.

Critical Thinking; Inquiry-Based Learning

1. Andrews, J. Y. (2022). Influence of restorative practices on the middle-school classroom, as reported by teachers: A qualitative case study. [Google Scholar] [Crossref]

2. Bell, U. (2024). Assessing the effectiveness of inquiry-based learning on critical thinking and problem-solving skills in secondary education. Journal of Humanistic Studies and Social Dynamics, 1(01), 20–32. [Google Scholar] [Crossref]

3. Braun, V., & Clarke, V. (2019). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. [Google Scholar] [Crossref]

4. Carless, D. (2019). Feedback loops and the longer-term: Towards feedback spirals. Assessment & Evaluation in Higher Education, 44(5), 705–714. [Google Scholar] [Crossref]

5. Cronholm, S., & Göbel, H. (2022). Action design research: Integration of method support. International Journal of Managing Projects in Business, 15(8), 19–47. [Google Scholar] [Crossref]

6. Deci, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta- analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300–1323. [Google Scholar] [Crossref]

7. Eccles, W., Roeser, R., J. S., Safavian, N., & Rubach, C. (2024). School influences on child and adolescent development. In Developmental Science (pp. 599–636). Routledge. [Google Scholar] [Crossref]

8. Johnson, M. D., Sprowles, A. E., Goldenberg, K. R., Margell, S. T., & Castellino, L. (2020). Effect of a place-based learning community on belonging, persistence, and equity gaps for first-year STEM students. Innovative Higher Education, 45, 509–531. [Google Scholar] [Crossref]

9. Kapp, K., Bottema-Beutel, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, 3(1), 18–29. [Google Scholar] [Crossref]

10. Michaels, J., & Resnick, S. (2021, January). Towards improving science discussions: A framework to guide instructional decision making. In National Association for Research in Science Teaching Conference, Orlando, FL, United States. [Google Scholar] [Crossref]

11. Rachlin, H. (2018). Skinner (1938) and Skinner (1945). Behavior and Philosophy, 46, 100– 113. [Google Scholar] [Crossref]

12. Robles, T. G. (2023). The impact of a literacy program on summer reading setback: Providing access to books and project-based learning (Doctoral dissertation, University of South Carolina). [Google Scholar] [Crossref]

13. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self- determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. [Google Scholar] [Crossref]

14. Sharma, M., & Gupta, S. (2024). Active learning strategies in higher education. In Implementing Interactive Learning Strategies in Higher Education (pp. 32–67). IGI Global. [Google Scholar] [Crossref]

15. Slavin, R. E. (2020). How evidence-based linking rewards with intellectual curiosity rather than mere compliance. Educational Psychologist, 55(1), 21–31. [Google Scholar] [Crossref]

16. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. [Google Scholar] [Crossref]

17. Wentzel, Y. M., & Miele, L. M. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education, 183, 104494. [Google Scholar] [Crossref]

18. Wiliam, D., & Black, N. (2024). Student assessment: Better evidence, better decisions, better learning. Corwin Press. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study