Abstract
Inquiry-based instruction is a teaching approach that brings learning to life by encouraging students to ask questions, explore ideas, and discover answers on their own, helping them develop not just knowledge but curiosity and confidence in the learning process. This experimental study explored the influence of inquiry-based instruction on student engagement and conceptual knowledge among 60 Grade 8 students at Columbio National High School, Sultan Kudarat Division. The study compared an experimental group, which received inquiry-based instruction, while the control group was taught using conventional method. Results indicated that students exposed to inquiry-based learning demonstrated significantly higher engagement across cognitive, affective, and psychomotor dimensions compared to those in the control group, who exhibited lower engagement levels. Both groups initially had similar conceptual knowledge, as reflected in their pretest scores, which fell on did not meet expectation level. However, after the intervention, the experimental group showed a substantial improvement in conceptual understanding, whereas the control group exhibited only a modest increase. Statistical result confirmed a significant difference in engagement and conceptual knowledge gains between the two groups, highlighting the effectiveness of inquiry-based instruction in fostering active learning and deeper comprehension. Furthermore, a strong relationship was observed between student engagement and conceptual knowledge improvement in the experimental group, suggesting that increased participation facilitated by inquiry-based learning contributed to better academic performance. These findings underscore the importance of active learning strategies in science education, reinforcing the role of inquiry-based instruction in enhancing both engagement and understanding of biological concepts. The study recommends integrating inquiry-based approaches in classroom instruction to promote meaningful learning experiences and improved academic outcomes.
