Date of Publication

2025

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Physics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Antriman V. Orleans

Defense Panel Chair

Lydia S. Roleda

Defense Panel Member

Minie Rose C. Lapinid
Brando C. Palomar

Abstract/Summary

The Philippines’ Enhanced Basic Education Act of 2013 provides that the curriculum shall be learner-centered and use inquiry-based and collaborative pedagogical approaches to ensure desirable student academic performance. Despite said reforms, Filipino students registered dismal science results in international assessments. Enthused by this, the present study was aimed at documenting the effectiveness of inquiry-based physics e-modules on Grade 10 student academic performance in a face-to-face collaborative instruction. Employing a quasi-experimental research and 26 participants in each control group (using print modules) and experimental group (e-modules), findings show no significant difference in the achievement test scores between the two groups. Conversely, the control group had better overall engagement and cognitive and emotional engagement, but inferior classroom discourse quality. The experimental group classroom discourse is marked by diverse extended student contributions such as explanation, evaluation, argumentation, and justification. Given these, it can be argued that the use of inquiry-based e-module cannot only facilitate learning of physics concepts, but also ensure deep understanding among students, enabling them in a quality classroom discourse.

Keywords: inquiry-based, e-modules, engagement, classroom discourse

Abstract Format

html

Language

English

Format

Electronic

Keywords

Inquiry-based learning; Physics—Study and teaching; Educational technology; Academic achievement

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