Elevating Grade 9 Students' Achievement in Biological Evolution Through Argument-Driven Inquiry

This study determined the influence of Argument-Driven Inquiry (ADI) on science performance in evolution and natural selection among grade 9 students at Davis 9th Grade School during the 2025-2026 school year, as a basis for enhanced activity sheets on evolution and natural selection. This research employed an explanatory sequential design, using pre-test–post-test quantitative data followed by qualitative analysis of students’ experiences and challenges with Argument-Driven Inquiry to contextualize and explain performance results. The results of the study revealed that both the control and experimental groups initially performed at the beginning level in the pre-test, indicating minimal prior knowledge or skills in the assessed area. In the post-test, the control group achieved the Approaching Proficiency level. In contrast, the experimental group reached the Proficiency level, demonstrating greater progress and mastery among students who participated in the Argument-Driven Inquiry (ADI) intervention. Analysis showed that there was no significant difference in the pre-test scores between the control and experimental groups (p = 0.256), indicating that both groups started at a comparable level of understanding. However, after the intervention, the post-test results showed a significant difference between the two groups (p = 0.036), favoring the experimental group. Regarding student experiences, key themes included an interactive learning environment, enjoyable and meaningful science learning, increased confidence in class participation, deep engagement, social interaction, and improved collaboration and communication skills. In terms of challenges, students reported difficulty developing independent, evidence-based arguments, initial confusion that gradually gave way to understanding of the ADI process, and the need for practice and collaboration to construct scientific arguments effectively. Thus, ADI effectively enhances higher-order learning and boosts academic achievement in evolution and natural selection for ninth-grade students.