Inquiry-Based Learning Approach and Learners’ Academic Achievement in District 1, Division City Schools, Manila: Basis for a Continuity Program

Inquiry-Based Learning (IBL) promotes active questioning, problem-solving, collaboration, and the meaningful application of knowledge. This study examined the implementation of IBL and its relationship with learners’ academic achievement in 12 public elementary schools in District 1, Division of City Schools, Manila. A quantitative, cross-sectional, descriptive–comparative–correlational design involved 335 education personnel comprising six supervisors, 12 school heads, and 317 teachers. Results showed that IBL implementation was highly evident overall (WM = 4.32). Significant differences were found among respondent groups across all five IBL dimensions, with large effect sizes (η² = .353–.700); Tukey–Kramer comparisons generally showed higher teacher ratings than those of supervisors and school heads. Learners’ Mean Percentage Score declined from 49.67 in School Year 2023–2024 to 42.99 in 2024–2025, resulting in a two-year average of 46.33, classified as Low Proficient. Exploratory school-level regression indicated that the IBL dimensions collectively explained a substantial proportion of variation in achievement (R² = .699, adjusted R² = .449), with real-life application showing the strongest unique positive association. These estimates, however, should be interpreted cautiously because the analysis involved only 12 schools and multiple predictors. Implementation challenges were generally less encountered (WM = 1.99), while the proposed IBL Enhancement Program was highly acceptable (WM = 4.78). The findings highlight the value of structured, guided, and context-responsive inquiry and underscore the need to strengthen real-life applications, targeted academic support, and further investigation using larger school-level samples.

academic achievement, elementary education, inquiry-based instruction, inquiry-based learning

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