Teachers Level of Inquiry-Based Approach in Teaching Social Studies in Claveria Northeast District

This study determined the level of inquiry-based approach employed by Social Studies teachers in the Claveria Northeast District, grounded on Jerome Bruner’s theory of discovery learning. Specifically, it examined the extent of application of inquiry-based strategies and the level of inquiry instruction in terms of confirmation, structured, guided, and open inquiry, as well as its relationship with teachers’ profile variables such as age, seminar attendance, and time allocated for instruction. A descriptive-correlational research design was utilized, involving 100 public school teachers selected through purposive sampling. Data were collected using a modified survey questionnaire and analyzed using frequency, percentage, mean, standard deviation, and Pearson r correlation. Findings revealed that teachers demonstrated a very high level of implementation of inquiry-based strategies and inquiry instruction across all four levels. Common practices included promoting collaboration, encouraging critical thinking, and engaging learners in inquiry activities. Despite high implementation, statistical analysis showed no significant relationship between the level of inquiry and variables such as age and seminar attendance. The study concludes that Social Studies teachers exhibit strong adherence to inquiry-based teaching regardless of demographic factors. It is recommended that further attention be given to other influencing variables such as instructional support, teaching philosophy, and school context to enhance inquiry-based practices.