IBA (INQUIRY-BASED APPROACH) TEACHING STRATEGY AND THE GRADE 11 STUDENTS’ ACHIEVEMENT IN PROTEIN SYNTHESIS

Cherides P. Mariano

Abstract


This study was conducted to test the effectiveness of Inquiry-Based Approach (IBA) teaching strategy in the academic achievement of Grade 11 students of Luna National High School for school year 2016-2017 on protein synthesis. Two-group quasi-experimental research design was utilized consisting of all the 40 students of Technical Vocational and Livelihood (TVL)-A as experimental group and 40 students of TVL-C as control group. IBA teaching strategy was employed in the experimental group and lecture method in the control group. Statistical tools such as mean, standard deviation, paired samples t-test; independent means t-test and Eta2 were used to analyze the pre-test and post-test scores of the two groups. Results showed that the achievement in protein synthesis of the experimental group was outstanding compared to the control group which was satisfactory.  Moreover, there was a significant difference on the pre-test and post-test scores of the two groups. In addition, post-test scores of the experimental group revealed a significant difference over the control group. It further showed that IBA had a large effect on the achievement of the students in protein synthesis. This further implied that the use of IBA teaching strategy is an effective method in improving the academic achievement of students on protein synthesis and is therefore highly recommended for use by other teachers.

Keywords: Inquiry-Based Approach, Academic Achievement, Protein Synthesis.


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References


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