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Chapter I

Introduction

Background of the Study

In America, inquiry-based learning can be applied in all fields. Questioning and

finding answer is an important factor of inquiry based learning. It is basically teaching

the student in a different way that they have greater understand of the discipline at

which they communicate, work and learn. Today there is more of a global society and

students in American schools today will enter extreme competiveness among the

talented graduates for the best careers (Cornish, 2004). There is continuing research

studies seeking to find the one best way to give American students the appropriate

education during this era of great change (Kirby, Berends, & Naftel, 2003), some

fears have not yet permitted some innovative teaching methodologies to become as

widespread as possible (Emery, 2007). The Alabama Mathematics, Science, and

Technology Initiative (AMSTI; 2009) is a method that seeks to provide schools with

in-depth expert development, inquiry-based learning modules, and the appropriate

necessary supplies to implement these new learning experiences.

The development of models of teaching is ongoing innovation in teaching.

During the 1960s, the discovery learning movement was developed in response to

traditional forms of teaching where people were required to memorize data or

information from lectures. For many students, the traditions classes are bored

specially in the age of technology .As a result it affects this study badly and due to

absence of effective learning methodology their interest getting lost.  Hence inquiry-
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based learning is a form of modern learning methods and has an active learning

process that starts by asking questions, scenarios, and problems. The philosophy of

inquiry based learning related to constructivist learning theories ,such as the work of

Piaget ,Dewey, Vygotsky and Freire among others and can be considered a

constructivist philosophy. Dewey’s experimental learning pedagogy comprises the

learner actively participating in authentic experiences to make some meaning from it.

Vygotasky approached constructivism as learning from on experience that is

influenced by society.

In the Philippines, inquiry-based teaching has been promoted and

implemented together with recently instigated curriculum reforms. Serious teacher

professional development efforts are being used extensively to properly orient and

present the benefits of inquiry-based teaching. Despite these efforts, there still exists

a big gap in the effective implementation of inquiry-based teaching in the classroom.

Lesson study, a professional development model which started in Japan, has

increased in popularity among education specialists as they recognize its capabilities

in building a sustainable, collaborative, and reflective professional development for

in-service teachers. In this study, the lesson study framework was used to identify

three challenges in implementing inquiry-based teaching in elementary school

science education in the Philippines, namely, a lack of support, training, and

availability of inquiry-based materials; an overemphasis on assessing content

learning rather than learning through inquiry; and the difficulty and time consuming

nature of inquiry approaches.

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In Tacurong City, specifically in Southern Mindanao Institute of Technology,

Incorporated, as observed, some students are non-participative during class

discussion. They don’t even submit their output and worst got low scores in their

quizzes and examinations. With the new strategy to be used by the teacher during

online-classes, we are hopeful that problems in virtual classes will be answered.

With cited problems, the researchers wish to conduct this study to know if

Inquiry-Based Approach in Online Instruction be effective.

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Conceptual Framework

Independent Variable Dependent Variable

Inquiry-Based Approach

Types of Inquiry
Academic Performance
 Structured Inquiry
 Controlled Inquiry Pre-Test Scores
 Guided Inquiry
 Free Inquiry Post-Test Scores

Figure 1: Schematic Diagram of the study

This figure showed the relationship between independent and dependent

variables of the study. Inquiry-based approach is the independent variable. While the

dependent variable is the Academic performance with indicators of Score of Pre-Test

and score of Post-test of Control and Experimental

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Statement of the problem

This study aimed to determine the effectiveness of inquiry-based approach in

online instruction with regards to student’s academic performance through formative

assessment. Specifically it sought to answer the following questions.

1. What is the score of the pre-test of Experimental and Controlled Groups?

2. What is the score of the post-test of Experimental and Controlled Groups?

3. What is the mean gain score of Experimental and Controlled Groups?

4. Is there significant difference between the pre-test of Experimental and

Controlled Groups?

5. Is there significant difference between the post-test of Experimental and

Controlled Groups?

6. Is there significant difference between the mean gain score of the

Experimental and Controlled Groups?

Hypothesis

1. Ho: There is no significant difference between the pre-test of the two groups.

2. Ho: There is no significant difference between the posttest of the two groups.

3. Ho: There is no significant difference between the mean gain score of the

experimental and controll groups.

Significance of the Study

This study beneficial not only to the researchers but also to the following

individual or group of Individual.

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Faculty, this will help the teacher by properly addressing this research study and

may realize and appreciate the use of Inquiry-Based Approach in Online

Instruction.

To the students, this research study will serve as guide for the students to

understand the possible effectiveness of Inquiry-Based Approach in Online

Instruction.

Researchers, this study many impart or contribute significant information to the

researcher on how to effective the Inquiry-Based Approach in Online Instruction.

Future researchers, the information gathered from this research study will serve

as a guide to those who will conduct future related.

Scope and Delimitation of Study

The study “The Effectiveness of Inquiry-Based Approach” was conducted to

determine the effectiveness of inquiry-based approach in online Instructions. There

were two (2) groups in one (1) section in Third Year Bachelor of Elementary

education (BEED) of the second semester S.Y 2021-2022 at Southern Mindanao

Institute of Technology, Incorporated, As part of the Control and Experimental

Groups.

Definition of Terms

The following terms were defined according to how they are being used in

study:
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Inquiry-Based Approach – refers to an approach essentially involves tasks

requiring learner’s active participation in finding answers to curricular questions.

Online Instruction- is the facilitation that occurs in a course that has been

developed with the intention for online delivery.

Structured Inquiry- This lets the students follow the lead of the teacher as the entire

class engages in one inquiry together.

Controlled Inquiry- The teacher chooses topics and identifies the resources that the

students will use to answer questions.

Guided Inquiry- The teacher chooses topics or questions and students design the

product or solution

Free Inquiry- Students are allowed to choose their own topics without any

references to a prescribed outcome.

Learning Strategies – refers to a set of skills that students use to understand

different task. This way, they are able to choose and effectively employ the

appropriate technique to accomplish tasks or meet specific learning goals. These

strategies range from techniques for improved memory to better studying or test-

taking strategies.

Control group- refers to the effort by the researcher to remove the influence of any

extraneous, confounding variable on the DV under investigation.

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Experimental group- refers to how participants are allocated to the different groups

in an experiment. Types of design include repeated measures, independents groups,

and matched pairs design.

Pre-test- is a test given determine if students are sufficiently prepared to begin a new

course of study using traditional teaching.

Post-test – is a test given to the students after completion of an instructional

program segment and often used in conjunction with a pre-test to measure their

achievement s and the effectiveness of Inquiry-Based Approach in Online

Instructions
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CHAPTER II

REVIEW RELATED LITERATURE

This chapter presents a review of related literature and studies for further

understanding of the study.

Inquiry-Based Instruction

Due to the student-centered premise behind inquiry-based instruction, Hazari,

North, and Moreland (2009) differentiate inquiry-based instruction from teacher-

directed instruction by focusing on the unique role of the student “Learners construct

personal interpretation of knowledge based on their previous experience and

application of knowledge in a relevant context” (p. 189). It was stated by Thompson

(2006) that constructivist learning, inquiry based activities involve the use of

“manipulative or hands-on materials” (p. 53) “incorporating inquiry, discovery, and

problem-solving approaches . . . [and] applying math and science concepts to real-

world context” (p. 54). Moreover, inquiry based methods for teach associates the

activities in the classroom to distinct careers and involves the original data analysis. It

also inspires both collaboration and communications by the students (Thompson,

2006). Thompson found support for the idea that there is effectiveness for inquiry

based presentations for improving the achievement of the students as well as the

satisfaction of the instructors when development occasions that are appropriate are

made available. In a wide variety of perspectives and in a broad number of methods

in the seventy years since Dewey (1938) hedged education as a progressive

movement, there is still a strong predisposition toward using teacher directed

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methods of instruction. With respect to the instruction of math which was considered

previously, although many believe memorization of basic operations and

computational facts must be accomplished using teacher directed methods (Codding

et al., 2009), proponents of inquiry based methods suggest that there needs to be

some sort of declaration of real world math concepts before any elementary skill sets

are committed to memory (Thompson, 2006).

Dewey (1938) gave the following framework which is predicated on the

academic basis of inquiry based education with regard to his defined progressive

movement of academics: It is a defined rule of the recent institution that the initiation

of learning should be created based on experience that students already have

learned. This experience combined with the aptitudes already developed during its

engagement should provide the initial mark for the learning in the future (p. 74).

Dewey moved on to state that the presentation of instructors giving students a

theatrical set of information comes from an era that predicated the past and future

would not be dissimilar. Also, when the movement of progressive education began

about 70 years ago, change was thought to be unavoidable. This review covers the

suggestions, theories and ideals of both Dewey and Vygotsky (1962) and their

writings will be sufficiently examined. These writings are imminently critical to a

comprehension of the educational framework called inquiry based education.

Hernandez-Ramos and De La Paz (2009) compiled an analysis which

compared inquiry  based instruction with teacher directed instruction in a group of

over 700 learners in a given  middle school and a similar number of learners in a

geographically close middle school with  similar educator credentials and student
 11

demographics. During this study, they found support for  higher efficacy for learning

that was student oriented. They found that learners that had inquiry  based material

presentation achieved better results as contrasted with students in controlled  group

in both internal motivation and overall material knowledge. Also, they reported the 

students had increased critical thinking abilities within the content area. 

It may be declared that it is necessary to form the intellection of

comprehending and  retaining science education to be an exclusive relationship of

life experiences along with  organized experiences in an educational environment

structured to facilitate learners to construct on their learned conceptual

comprehensions in significant methods to obtain a complete  understanding of

given scientific concepts. Along with Vygotsky’s (1962) hypothesis which makes

use of teacher directed science education is like teaching learners to assume a 

comprehension of science while never accumulating a comprehension at all. The

benefit of  inquiry based education gives instructors a vehicle to supply educational

activities that are  structured to involve learners in genuine learning in both science

and mathematics. 

Vygotsky (1962) explored three concepts for budding youth intellect. The first

concept  he discussed was the idea from Piaget that youth have the ability to

experience, respond to and  comprehend information gained from given activities at

an individualistic depth well before  rational thinking is possible. This strengthened

the notion from Vygotsky that presenting ideas  to learners verbally before any

inquiry is allowed can be viewed as fruitless. The second concept  used by Vygotsky

made use of a supposition by Stern that youth have a mysterious exhibition of 
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comprehension processes that seems to lead to a casual experience which may

serve as a catalyst  for an important inquiry based educational experience. Lastly,

Vygotsky expressed both the  faults and benefits of ideas from both Stern and Piaget

prior to presenting the structured  framework for inquiry based education. Vygotsky

further stated, “Our investigation shows that  the development of the psychological

foundations for instruction in basic subjects does not  precede instruction but unfolds

in a continuous interaction with the contributions of instruction”  (p. 101).

In China, the new physics curriculum promoted the integration of scientific

inquiry into teaching practice. A search conducted in May 2014 of the “China

Academic Journals Web Publishing Inventory” (the first national digital journal

database of education and social science manuscripts in China), using the keyword

“inquiry-based learning for senior high school”, found 1154 papers published since

2004. Research of scientific inquiry has increased in China since the curriculum

specified the use of inquiry learning including standards (SCC, 2001; Xu, 2001).

Inquiry-based instruction is still a relatively novel pedagogy. Inquiry-based learning

is one instructional approach to help students construct knowledge through a 

discovery process that supports continuous learning. Theoretically, inquiry-based

learning  represents constructive perspectives. It can engage students in individual

and social activities such  as experiments, discussions, and argumentation. Driver

et al. (1994) state that meaningful activities  can support students to make sense of

scientific conceptions and the processes of scientific  methods. 

In this study, the design of inquiry-based learning is based on the statement

of Leach and  Scott (2003) that brought the personal cognitive perspective and
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social constructivist perspective  together to support conceptual learning. They

said: 

Bringing them [personal cognitive perspective and social constructivist

perspective] together  has important consequences for pedagogical practices and

opens up a range of possibilities for  science education research. Primarily, it opens

up the possibility of relating findings about  students’ learning to insights about

teaching, as well as explaining why internalisation is not a  simple matter of transfer

(p. 104). 

Some studies noted that the tradition of examination-orientation greatly

influenced the instructional application of scientific inquiry in China. The

implementation of the new curriculum actually didn’t change the old conventional

instruction. Teaching, learning and school activities are still oriented towards exam

preparation. Guo et al. (2012) found that Chinese students were well-prepared for the

examinations, but with low experimental inquiry value (14.4%) in the investigated four

provinces. Scientific inquiry is not paid enough attention in the practical classroom.

Some studies found that teachers were vocal in their appeals to promote

scientific inquiry instruction. But most teachers do not know how to conduct a

practical inquiry instruction. Relevant issues such as inquiry process, inquiry

structure, and organization of required curriculum content are not included in the new

physics curriculum standards. Researchers cannot help but doubt whether or not the

new physics curriculum standards can be implemented effectively in practice (Luo et

al., 2005).
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There is a proverb in Chinese that says “it is better to teach a hungry person

to fish than to give him some fish”. However, good examples of how to conduct

inquiry-based instruction are badly needed (D. Zhang et al., 2005). Dai et al. (2011)

found that Chinese teachers were receptive to inquiry-based instruction, but most of

them did not know how to effectively conduct it in their classroom. It is necessary and

effective to introduce relatively practical inquiry-based instruction models at the

beginning of the curriculum reform. Presenting educational inquiry-based models can

support teachers to understand the new curriculum reform and also the nature of

scientific inquiry. After that, it makes sense to ask teachers to design their own

inquiry-based instruction, or conduct it creatively.

Still, it is widely accepted that school-based inquiry instruction is cognitively

and epistemologically different to authentic scientific inquiry. But few teachers have

had even their own personal experience with conducting an inquiry. Additionally,

most teachers considered inquiry instruction difficult to implement (B. Wee et al.,

2007; Windschitl, 2004) and too advanced for their students (Bybee, 2000). Lack of

knowledge and experience with inquiry is thought to act as a barrier for teaching

science in this way (Blanchard et al., 2009). Undoubtedly, teachers prefer using

easily operationalized conventional teaching methods, also known as teacher-

centered lectures, experimental demonstration lesson, rote memorization of discrete

science facts, ‘cookbook’ laboratory activities and summative tests. This is regardless

of the findings that indicate the conventional science classroom has less than the

desired effectiveness for supporting students’ conceptual change (Bryce et al., 2005;
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Gillies et al., 2010; Zavala et al., 2007) and can, ironically, serve to destroy students’

innate curiosity about the world of science (Honey et al., 2011).

There is growing evidence that inquiry-based learning can provide a

constructivist environment where students can engage in an active process of

knowledge construction (Bransford, 2000; Driver et al., 1994; NRC, 2000; Posner et

al., 1982). Inquiry-based learning, if well supported, can be more effective than

conventional instruction in its potential to switch students’ allegiance from their

alternative conceptions to the canonical conceptions. For example, studies have

found that in simulation-scaffolded environments, inquiry-based learning provided

students more effective learning opportunities, and student achievement

outperformed conventional instruction (Vreman-de Olde et al., 2013).

The inquiry-based teaching approach is supported on  knowledge about the

learning process that has emerged from  research (Bransford, Brown, & Cocking,

2000). In  inquiry-based science education, children become engaged  in many of

the activities and thinking processes that  scientists use to produce new knowledge.

Science educators  encourage teachers to replace traditional teacher-centered 

instructional practices, such as emphasis on textbooks,  lectures, and scientific

facts, with inquiry-oriented  approaches that (a) engage student interest in science,

(b)  provide opportunities for students to use appropriate  laboratory techniques to

collect evidence, (c) require  students to solve problems using logic and evidence,

(d)  encourage students to conduct further study to develop more  elaborate

explanations, and (e) emphasize the importance of  writing scientific explanations on

the basis of  evidence(secker,2002). Sandoval & Reiser(2004) pointed  out in order
 16

to build the inquiry-based classroom  environment must construct a community of

practice like the  scientists work. In authentic inquiry-based activities, the  students

take action as scientists did, experiencing the  process of knowing and the

justification of knowledge.  

In contrast, the traditional classroom often looks like a  one-person show with

a largely uninvolved learner.  Traditional classes are usually dominated by direct

and  unilateral instruction. Traditional approach followers assume  that there is a

fixed body of knowledge that the student must  come to know. Students are

expected to blindly accept the  information they are given without questioning the

instructor  (Stofflett, 1998). The teacher seeks to transfer thoughts and  meanings to

the passive student leaving little room for  student-initiated questions, independent

thought or  interaction between students (VAST, 1998). Even the in  activities based

subjects, although activities are done in a  group but do not encourage discussion or

exploration of the  concepts involved. This tends to overlook the critical  thinking and

unifying concepts essential to true science  literacy and appreciation (Yore, 2001).

This teacher-centered  method of teaching also assumes that all students have the 

same level of background knowledge in the subject matter and are able to absorb

the material at the same pace (Lord,  1999). 

There are different forms of inquiry learning(Bulbul,2010).  In structured

inquiry the teacher provides the input for the  student with a problem to investigate

along with the  procedures and materials. This type of inquiry learning is  used to

teach a specific concept, fact or skill and leads the  way to open inquiry where the

student formulates his own  problem to investigate. An example of a structured

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inquiry  learning approach is the Learning Inquiry Cycle Model,  based on Piagets

theory of cognitive learning (Bevevino,  Dengel, & Adams, 1999). The learning cycle

model is a  teaching procedure consistent with the inquiry nature of  science and

with the way children naturally learn (Cavallo &  Laubach, 2001). Many versions of

the learning cycle appear  in science curricula with phases ranging in number from

4E  to 5E to 7E. Regardless of the quantity of phases, every  learning cycle has at its

core the same purpose (Settlage,  2000). In this study, 5E learning cycle instruction

model by  Bybee et al., (2006) was used. It requires the instruction of  five discrete

elements: (a) Engagement: The teacher or a  curriculum task accesses the learners’

prior knowledge and  helps them become engaged in a new concept through the 

use of short activities that promote curiosity and elicit prior  knowledge.

(b)Exploration: Exploration experiences provide  students with a common base of

activities within which  current concepts (particularly misconceptions), processes, 

and skills are identified and conceptual change is facilitated.  (c)Explanation: The

explanation phase focuses students’  attention on a particular aspect of their

engagement and  exploration experiences and provides opportunities to 

demonstrate their conceptual understanding, process skills,  or behaviors. This

phase also provides opportunities for  teachers to directly introduce a concept,

process, or skill.  (d)Elaboration: After receiving explanations about main  ideas and

terms for their learning tasks, it is important to  involve the students in further

experiences that extend, or  elaborate, the concepts, processes, or skills. This

elaboration  phase facilitates the transfer of concepts to closely related  but new

situations. In some cases, students may still have  misconceptions, or they may only
 18

understand a concept in  terms of the exploratory experience. (e)Evaluation: This is 

the important opportunity for students to use the skills they  have acquired and

evaluate their understanding. In addition,  the students should receive feedback on

the adequacy of their  explanations. Informal evaluation can occur at the beginning 

and throughout the 5E sequence. The teacher can complete a  formal evaluation

after the elaboration phase. This is the  phase in which teachers administer

assessments to determine  each students level of understanding (Bybee et al.,

2006).So,  the purpose of this study is to examine the effects of  inquiry-based

instruction supported 5E learning cycle on 5  grade students’ achievements as a

school subject.

Online learning is currently expanding rapidly at universities, colleges, and

even high schools. According to USNews, online course enrollment climbed for the

10th straight year. Out of 6.7 million students, 32% were enrolled in online higher

education in 2011, compared to 6.1 million in the previous year. In 2012, 62.4% of

colleges offer fully online degree programs, compared to 32.5% ten years ago

(USnews, 2013). However, compared to the proliferation of offerings and options of

online courses, there are the poor retention rates in online learning.The quality of the

online program is one of the contributing reasons for learner dissatisfaction with this

type of learning (Ruth, Sammons, & Poulin, 2007).

Inquiry-based learning pedagogies can be used to solve this issue by

increasing the quality of online learning, as well as learner satisfaction. Why? First,

inquiry-based learning has been proven to have a very positive impact on learning

from K-12 to college and graduate level education. The benefits students can gain
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from inquiry-based learning include: deep conceptual learning, higher-order thinking

skills, and positive attitudes towardslearning (Blumberg, 2000; Edelson, 2001;

Zuckerman, Chudinova, & Khavkin, 1998).

Second, inquiry-based learning has many different instructional models, such

as the learning cycle (Edelson, 2001), and the authoring cycle (Short, 1996), among

others, to meet different learning and teaching needs.

Third, based on constructivist theoretical perspectives, inquiry-based learning

has many elements that can help best produce learner satisfaction. Using authentic

problem scenarios to engage students and collaborative groups to form a community

for sharing and exchanging knowledge are two ways that enhance student

motivation for learning through inquiry (Chinn &Malhotra, 2002; Hancock, Kaput, &

Goldsmith, 1992).

Finally, 21st century learners are expected to have information, media and

technology skills. Current inquiry-based learning pedagogy emphasizes that learning

with technologies can help meet those goals.

The focus on this paper is to explore possible strategies and tools that can be

embedded into online course to bring the best practices of an inquiry classroom to

an online environment. The suggestions in this paper are based on my dissertation

on adult students’ online I-Search inquiry-based learning experiences. Therefore, I

will situate the discussion for online adult learning at the college/university level.

Inquiry-based learning has triggered interest among educational researchers

and practitioners for a long time, for it is a promising teaching and learning method

that makeslearning more meaningful and conducive to higher-order thinking and

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active knowledge construction (Edelson, Gordin, & Pea, 1999). As a learning and

teaching process, it usually begins with posing a problem or question, followed by

generating and pursuing strategies for investigating, collaborating, reflecting, and

justifying the solutions to the problem or answers to the question, and

communicating the conclusions (Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998;

Kuhn, Black, Keselman, & Kaplan, 2000; Levstik & Barton, 2005; Sandoval,2005).

Inquiry-based methods of teaching and learning can be traced back to

Socrates, who used probing methods in his teaching to cultivate his students’

inquisitiveness. Early in the last century, Dewey pursued and widely promulgated the

same tenet in the progressive educationmovement. He (1948) stated, “Inquiry is

emancipated. It is encouraged to attend to every fact that is relevant to defining

the problem or need, and to follow up every suggestion that promises a clue”.

The barriers to free inquiry are so many and so solid that mankind is to be

congratulated that the very act of investigation is capable of itself becoming a

delightful and absorbing pursuit,capable of enlisting on its side man’s sporting

instincts. (p. 146)

Academic Performance

Educational success plays a vital role for a strong foundation to positive result

which everyone value. Companies are looking for more academically incline

individual with high education attainment for employment. Hence, they are offered to

stable job. These people have a big opportunities compared to those less education

and earn higher salaries. They also avail of health insurance and other government
 21

benefits and sometimes for social support, they are less likely to engage in illicit

activity, more active as citizens and give benefit for unable, they are also

characterized as healthy and happy one. Academic success is important because

working people will need higher levels of education to tackle the technologically

demanding occupations of the future. Now a day you need a post-secondary

education in order to get a job. Here it also stated that educational attainment is vital

for the successful development of young one in the society. Learners who work hard

in school are better able for growth which leads to adulthood and to achieve

occupational and economic success (Janelle Regier, 2015).

It is not surprising researchers hesitate to define what creates student

success. The term has been applied with increasing frequency to acquire all phrases

that includes various student output. The term “academic” intended to limit the term’s

application to the attainment of outcomes specific of educational experiences. Most

studies of the researchers are concerned with identifying constructs that promote

education success is likely related to the overall assessment movement and

increasing pressures for school to evidence learners and development. There is a

complex assessment in the psychological and psychosocial methods of learning and

development. However, those instrument is made to increase difficult when the

outcome of interest is unclearly defined, Terenzini (1989).

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Score of pretest and Post-test

According to Anol Bhattacherjee, The researcher is usually interested in

seeing how well students perform under a variety of teaching methods, and they

have pretest scores on the students prior to the learning phase. Examining the

difference in scores from pretest scores to posttest in a small sample can be very

challenging. It’s important to consider what can be validly determined.

When the samples contain the same individuals and there are about 25 or

more individuals in the sample, one can use the test of significance called a matched

pair-t-test. If there are fewer than 25, determining if there is evidence of a gain due to

training is still possible by examining evidence of a change in scores by an individual.

For each student who took both the pretest and the posttest, calculate a difference

score (value of the post test score minus the vale of pretest score) for over-all and for

each of the scale areas. This is usually the best way to interpret the effects of a

training program in any pretest posttest samples, as it shows the magnitude of the

change in scores and displays this in graphic format (frequency distribution of the

individual difference scores). Individual gains of one point indicate improved

reasoning (decreased vulnerability to common reasoning errors) and gains of several

points are good evidence that the student has benefited greatly from the training

program.

These gains in the over-all score correspond to an improvement of several

percentile points when compared to the national norm sample ranking. The change in

percentile ranking depends on where the student’s score falls in the curve. Scores
 23

might drop within an individual if the individual is uncertain or inconsistent in how they

approach a particular cognitive injury, fatique or testing circumstances) according to

insight Assessment (Statistics Solution, 2019).

Score of Controlled Group and Experimental Group

Back (1997) noted, “Nor is it clear that, for example, a method yielding a lower

mean score in an instructional experiment is uniformly inferior to its competitor, even

when all of the conditions for valid experimentation are met. It is possible, even likely,

that the method with lower mean is actually the more beneficial for some minority of

student. “ A more technical, problem with using raw score differences in measuring

change relates to the fact that such differences are generally misleading because

they depend on the level of difficulty of the test items (Dimitrov & Rumrill, 1976). This

is because the raw scores do not adequately represents the actual ability that

underlies the performance on a (pre- or post) test. In general, the relationships

between raw scores and ability. Fischer (1976) demonstrated that, if a low ability

person and a high ability person have made the same change on a particular ability

scale (i.e.,derived exactly the same benefits from the treatment), the raw-score

difference will misrepresent this fact. ( Dimitrov & Rumrill, 1976).

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CHAPTER III

METHODOLOGY

This chapter presents the research design, locale of the study, respondents of

the study, data gathering instruments, data gathering procedure and statistical

treatment.

Research Design

The study used the descriptive-quantitative method of research. Quantitative

research is a research strategy that focuses on quantifying the collection and

analysis of data. It is the process of collecting and analyzing numerical data.

Locale of the Study

The study was conducted in Southern Mindanao Institute of Technology Inc.

Tacurong City, Academic Year 2021-2022.

Respondents of the Study

The respondents of the study were the Third Year BEED Section B. There

were sixteen (16) students that belongs to Experimental group and sixteen (16)

students in the Control Group. The researchers used random sampling technique in

determining the respondents. Random sampling is a method of selecting a sample

size from the universe such that each member of the population has an equal

chance of being selected as the sample.

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Data Gathering Instruments

The researchers prepared teaching materials on Inquiry-based Approach and

the Traditional way of teaching. They formulated test questions for Pre-test and Post-

test, based on the topic of the selected subject of the Experimental Group and

Control Group. The Pre-test and Post-test contained of Sixty Multiple questions.

Data Gathering Procedure

The prepared teaching materials to be used by the researchers and the

questions in the Pre-test and Post-test were submitted to the adviser for checking,

and was validated by the members of the panel. The researchers proceeded to

asked permission and approval from Program Head to conduct the study. The

adviser and the research coordinator noted the Letter of Permission. The researchers

asked permission from the subject teacher to use his/her class as the Experimental

and Control Group of the study. The researchers administered Pre-test to the

students before they presented and explained the lesson. The researchers

introduced Inquiry-based Approach to the experimental group and the traditional

teaching to the control group. After a series of lectures using the two teaching

methods, the researchers administered the post test. The scores of the pre-test and

post test were used for analysis and interpretation.

Statistical Treatment

The data were gathered, checked and analyzed to answer the research

problems. For the interpretations of result of the Pre- test and Post-test, mean,
 26

standard deviation and score equivalent were used. To determine the significant

difference between the pre-test and post-test of the two groups, t-test was used.
 27

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contained all the results of the researchers conducted by the

researchers. The data gathered were analyzed in various procedures using statistical

techniques to reveal the desired answer to specific sub-problems stated in the

Statement of the problem in chapter one.

Table 1 - t test for the Pre-test Scores of the Experimental and Control Group

Groups N sd Mean Rating Description t-comp t-critical Interpretation

Experimental 16 8.3 29.63 79.75 Passed

0.667 2.145 Not Significant

Control

Group 16 6.96 30.63 80.42 Passed

@ 0.05 level of significance

Table 1 showed the comparison of the pre-test scores of the two groups with

the t-computed value of 0.667 which is lower than the t-critical value of 2.145 at 0.05

level of significance. This result is enough evidence to claim that the students in the

control group performed comparably to those in the experimental group prior to the

exposure. Furthermore, this result implies that the students in the experimental group

with mean score of 29.63 and standard deviation of 8.3 have quite the same
 28

knowledge than the students in the control group of having a mean score of 30.63

and standard deviation 6.96 before the introduction of the lesson. The mean scores

of both groups have a rating of passed.

Table 2- t-test for the Post test Scores of the Experimental and Control Groups

Groups N sd Mean Rating Description t-comp t-critical Interpretation

Experimental 6 8.12 29.94 79.96 Passed

3.045 2.145 Significant

Control Group 6 9.71 34.69 83.13 Passed

@ 0.05 level of significance

Presented in Table 2 is the comparison of the post-test scores of the two

groups with the t-computed value of 3.045 which is higher than the t-critical value of

2.145 at 0.05 level of significance. Data shows that the students in the control group

performed better that the students in the experimental group. The results revealed

that the students in the control; group with mean score of 34.69 and standard

deviation of 9.71, have a better understanding and knowledge about the topic than

the experimental group of having a mean score of 29.94 and standard deviation of

8.12. Although the mean scores of both groups have a rating of passed, the

respondents learned well in a traditional way of learning.

 29

Table 3 - t-test analysis for the Mean Gain scores of the Experimental and Control

Groups

Groups N Mean t-computed t-critical Interpretation

Experimental 16 0.31

3.68 2.042 Significant

Control group 16 4.06

@ 0.05 level of significance

Table 3 is the comparison of the mean gain scores of the two groups that

resulted to the t-computed value of 3.68 which is higher than the t-critical value of

2.042 at 0.05 level of significance. This result shows that the students in the control

group performed better that the students in the experimental group. Based on the

results it is sufficient to claim that the students who are used to the traditional way of

learning gained more understanding and knowledge of the lesson than those

students who underwent inquiry-based learning. Though both learning strategies

resulted to an improvement of academic achievement, the traditional way of learning

approach is batter that the inquiry-based teaching strategy.

It implies that during online class students have limited time to interact with

their teachers and classmates. They are reluctant to participate and because of
 30

unstable internet signal during Google Meet and Zoom, the mindset and

preparedness of students as well as teachers are affected.

 31

Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presented a summary of objectives, methodology and findings of

the study as well as the conclusion and the recommendation.

Summary

This study was conducted to determine the effectiveness of inquiry-based

approach in online class at Southern Mindanao Institute of Technology particularly in

Third Year Section B Bachelor of Elementary Education (BEED) of second semester

A.Y 2021-2022.

It is also sought to answer the following questions

1. What is the score of the pre-test of Experimental and Controlled Groups?

2. What is the score of the post-test of Experimental and Controlled Groups?

3. What is the mean gain score of Experimental and Controlled Groups?

4. Is there significant difference between the pre-test of Experimental and

Controlled Groups?

5. Is there significant difference between the post-test of Experimental and

Controlled Groups?

6. Is there significant difference between the mean gain score of the

Experimental and Controlled Groups?

Hypothesis

Ho: There is no significant difference between the pre-test of the two groups.

H1: There is no significant difference between the posttest of the two groups.
 32

H2: There is no significant difference between the mean gain score of the

experimental and control groups.

Findings

1. The mean scores of the Pre-test of the Experimental and Control group have a

rating of passed. The students in the control group performed comparably to

those in the experimental group. And there is no significance difference on the

pre-test of the Experimental and Controlled groups.

2. The mean scores of the Post-test of the Experimental and Control group has a

rating of passed. And there is a significant diffrence between the post-test of

the Experimental and Control group.

3. Based on the mean gain score of the Experimental and Control groups, the

students in the control group performed better than the students in the

experimental group. And there is a significant difference between the mean

gain scores of the two (2) groups.

Conclusion

From the findings above, the following conclusion is drawn.

1. There is no significant difference between the Pre-test of Experimental group

and Control Group.

2. There is significant difference between the Post-test of the Experimental group

and Control group.

3. There is significant difference between the mean gain score of the

experimental and control group.

 33

Recommendations

Based on the findings and conclusions of the study, the following

recommendations are presented.

1. Since the Conventional approach was higher than Inquiry-based, then, it

must be maintained.

2. Researchers will use this study for classroom based action research using

on-site teaching and learning.

 34

APPENDICES
 35

REFERENCES

  Alabama Department of Education. (2009). Accountability reporting. Retrieved

from  http://www.alsde.edu 

Alabama Math, Science, and Technology Initiative. (2009). Welcome to AMSTI. Retrieved

from  http://www.amsti.org 

Alsup, J. (2005). A comparison of constructivist and traditional instruction in

mathematics.  Educational Research Quarterly, 28(4), 3-17.  

Codding, R. S., Hilt-Panahon, A., Panahon, C. J., & Benson, J. L. (2009).

Addressing  mathematics computations problems: A review of simple and

moderate intensity  interventions. Education and Treatment of Children, 32,

279-312.  

Cornish, E. (2004). Futuring: The exploration of the future. Bethesda, MD: World

Future  Society. 

Dewey, J. (1938). Experience and education. New York, NY: Collier Books. Emery,

K. (2007). Corporate control of public school goals: High stakes testing in its

historical  perspective. Teacher Education Quarterly, 34(2), 25-43.  

Finney, P. (2010). The effectiveness of the Alabama, math, science, and

technology initiative  (AMSTI). Retrieved from

http://ies.ed.gov/ncee/edlabs/projects/ project.asp?projectID=69 

Hernandez-Ramos, P., & De La Paz, S. (2009). Learning history in middle school by

designing  multimedia in a project-based learning in a project-based learning

experience. Journal of  Research on Technology in Education, 42, 151-173.  

 36

Department of Education, Queensland. (1994a). Social Investigators: An Approach to 

Active and Informed Citizenship for Years 8-10, Brisbane. 

Department of Education, Queensland. (1994b). Inquiry Approaches in

Primary  Studies of Society and Environment Key Learning Area, Brisbane. 

Dewey, J. (1910). Science as subject-matter and as method. Science, 31, 121–127.

Dewey, J. (1938). Experience and education. New York, NY: Macmillan. Dewey,

Edelson, D. C. (2001). Learning-for-Use: A framework for the design of technology-

supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355-

385.

Edelson, D. C., Gordin, D. N., & Pea, R., D. (1999). Addressing the challenges of

inquiry-based learning through technology and curriculum design. The Journal of the

Learning Sciences, 8(3&4), 391-450.

Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (2000). Instructional,

curricular, and technological supports for inquiry in science classrooms. In J. Minstrell

& E. H. v. Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 283-

315).Washington, D.C.: American Association for the Advancement of Science.

 37

SOUTHERN MINDANAO INSTITUTE OF TECHNOLOGY, INC.

National Highway, Barangay Buenaflor
City of Tacurong
Telefax No. 064-200-3549

CERTIFICATION OF CRITIC READER

This is to certify that the undersigned has reviewed closely the thesis of
ASUNCION, CHERRY ANN S., GAMUETA ANGELA V., MENDOZA JONABIE F.,
OTTO PATRICIS M., PANGAWILAN ALTHEA T. students of Bachelor of
Elementary Education, as a content and format of the study. This certification is
granted as requirements for final oral examination.

Issued this May, 2022 at Southern Mindanao Institute of Technology Inc.,

National Highway, Barangay Beunaflor, Tacurong City.

CYRILL ANN S. PALOMILLO,LPT

Reader

Date Signed
 38

SOUTHERN MINDANAO INSTITUTE OF TECHNOLOGY, INC.

National Highway, Barangay Buenaflor
City of Tacurong
Telefax No. 064-200-3549

CERTIFICATE OF STATISTICIAN

This is to certify that the undersigned has reviewed closely the thesis of
ASUNCION, CHERRY ANN S., GAMUETA ANGELA V., MENDOZA JONABIE F.,
OTTO PATRICIS M., PANGAWILAN ALTHEA T. In partial fulfillment of the
requirement for the degree of BACHELOR OF ELEMENTARY EDUCATION as to an
appropriate statistician tools and analysis of the study.

This certification is granted as requirement for final.

Issued this April, 2022 at Southern Mindanao Institute of Technology Inc.,

National Highway, Barangay Beunaflor, Tacurong City.

CONSUELO R. DIOSANTA, MAED,RGC

Statistician

Date signed
 39

SOUTHERN MINDANAO INSTITUTE OF TECHNOLOGY, INC.

National Highway, Barangay Buenaflor
City of Tacurong
Telefax No. 064-200-3549

February 22, 2022

ELIZABETH S. ESPADERO,PhD
Dean, Teacher Education
This Institution

Madam:

Greetings of Peace and Goodwill!

We, the Third Year Bachelor of Elementary Education of Southern Mindanao Institute of
Technology, Inc., are presently working on a research, “The Effectiveness of Inquiry-
Based Approach in Online Class”.

In connection with this, we are humbly asking for your favorable approval for us to conduct a
survey to the Education Department Students of Southern Mindanao Institute of Technology
Incorporated, specifically for the 3rd year BEED 32-B for school year 2021-2022, for we
believe that they are the right persons who can provide necessary information we needed in
conducting this study.

We are hoping for your heartily cooperation regarding this survey.

Thank you and Godless!

Very truly yours,

JONABIE F. MENDOZA

ALTHEA T. PANGAWILAN

ANGELA V. GAMUETA

ASUNCION, CHERRY ANN

UTTO, PATRICIA

Noted:
ROSALINDA G. SABINO, MAT, (CAR)
Research Coordinator

Approved:

ELIZABETH S. ESPADERO, PhD

Dean, Teacher Education Department
 40

SOUTHERN MINDANAO INSTITUTE OF TECHNOLOGY, INC.

National Highway, Barangay Buenaflor
City of Tacurong
Telefax No. 064-200-3549
February 22, 2022
Dear Respondents,
Greetings of Peace and Goodwill!
We, the Third Year Bachelor of Elementary Education of Southern Mindanao Institute
of Technology, Inc., are presently working on a research, “The Effectiveness of
Inquiry-Based Approach in Online Class”.
In this regard, we would like to ask your favorable approval to be our research
respondents. We believe that you are the right person who can provide the answer
and data relevant to our research study. We assured that whatever information you
share will be treated with utmost confidentially and be used specially for the research
purposes only.

We are hoping for your heartily cooperation regarding this survey.

Good day and thank you so much!
Very truly yours,
JONABIE F. MENDOZA

ALTHEA T. PANGAWILAN

ANGELA V. GAMUETA

ASUNCION, CHERRY ANN

UTTO, PATRICIA

Noted:

ROSALINDA G. SABINO, MAT, (CAR)

Research Coordinator

SOUTHERN MINDANAO INSTITUTE OF TECHNOLOGY, INC.

 41

National Highway, Barangay Buenaflor

City of Tacurong
Telefax No. 064-200-3549

PRE-TEST AND POST-TEST QUESTIONNAIRE

“THE EFFECTIVENESS OF INQUIRY-BASED APPROACH IN ONLINE CLASS”.

Name: Date:

Course: Score:

Direction: Select the correct answer (Google form)

1. It is a test that is typically relied upon to assess the performance of students

in educational task.
a. Paper-test
b. Pencil test
c. Academic-test
2. These __________competencies are much more than mere information,
knowledge of mental and physical skills in the knowledge domain of
Marzano’s taxonomy. 
a. Non-Test Indicators
b. Transversal Competencies
c. Authentic Assessment
3. It is also used to evaluate whether and to what extent schools programs
have achieved their goals. 
a. Transversal Competencies
b. Non-Test indicators
c. Paper and pencil Test
4. It makes people function better in any job.
a. Academic Test
b. Transversal Competencies
c. Transferable Competencies
5. It is ability to use a wide range of creation techniques to create new and
worthwhile ideas as well as observable creation. 
a. Entrepreneurship
b. Creativity
c. Reflective Thinking
6. It is combination of technical, business management, and personal
determination. 
 42

a. Creativity
b. Reflective Thinking
c. Entrepreneurship
7. It is the ability to use various types of reasoning (Inductive, deductive etc.).
a. Reflecting thinking
b. Application skills
c. Reasoned decision-making
8. This refers to skills necessary to implement innovations. 
a. Reasoned decision-making
b. Application skills
c. Creativity
9. This is the ability to reflect critically on learning experiences and processes in
order to inform future progress. 
a. Reasoned decision-making
b. Reflective Thinking
c. Creativity
10.The ability to act on creative ideas to make a tangible and useful contribution
to the field in which the innovation will occur. 
a. Creativity
b. Application skills
c. Entrepreneurship
11.To effectively analyze and evaluate evidence, arguments, claims and beliefs
in making judgments and decisions. 
a. Reasoned decision-making
b. Reflective thinking
c. Creativity
12.Plan and manage projects in order to achieve objectives. 
a. Entrepreneurship
b. Creativity
c. Reflective thinking
13.This includes the skills necessary to elaborate, refine, analyze and evaluate
their own creations in order to improve and maximize creative efforts. 
a. Creativity
b. Application skills
c. Entrepreneurship
14.It is transferable between jobs that are why they called ___________? 
a. Transferable Competencies
b. Transversal Competencies
c. Non-Test Indicators
15.After doing the exercise on verbs, Ms. Borillo gave a short quiz to find out
how well students have understood the lesson. What type of assessment
was done? 
 43

a. Summative Assessment
b. Formative Assessment
c. Diagnostic Assessment
16.Which term refers to the collection of students’ products and
accomplishments in a given period for evaluation purposes? 
a. Diary
b. Portfolio
c. Anecdotal record
17.Which is not a formative Assessment? 
a. Observation
b. Unit test
c. Homework
18.A teacher-developed test given after a days’ lesson is a __________
assessment. 
a. Summative
b. Formative
c. Authentic
19.It also refers to formative Assessment. 
a. Traditional Assessment
b. Authentic Assessment
c. Non-test Assessment
20.It is an alternative in the sense that it diverts from the paper-and-pen test,
which is only test known to many. 
a. Non-test assessment
b. Authentic assessment
c. Traditional Assessment
21.It can be as simple as a folder of these pieces as evidence as fancy as a
neat scrapbook containing evidence of a students’ accomplish or as high-
tech as a laser disk containing store descriptions. 
a. Folder
b. Portfolio
c. Documents
22.Ms. Delos Angeles advocates assessments learning, which will she not likely
do?
a. Formative
b. Diagnostic
c. Summative
23._________assessment is used during the teaching process to check
students’ understanding so that teaching can be modified as needed.
a. Summative
b. Formal
c. Formative
 44

24.It is an Informal, impromptu feedback, or marginal comments on student’s

drafts. 
a. Non test Assessment
b. Authentic assessment
c. Formative Assessment

25.The purpose of Traditional Assessment is to __________ if the students

have learned the content.
a. evaluate
b. determine
c. demonstrate
26.The teacher observes the students while they work to make certain the
students understand the assignment are on the task. 
a. Debates
b. Panel Discussions
c. Teacher observations
27.After students are taught, and a beautiful product is that which displays *
a. Games
b. Project
c. Portfolio
28.Which of the most reliable tool for seeing the development in your pupil’s
ability to write. 
a. Interview of pupils
b. Portfolio assessment
c. Scoring rubrics
29.It is a form of assessment which students are asked to perform real word
task. 
a. Traditional Assessment
b. Authentic Assessment
c. Non-Test Assessment
30.Assessment is said to be authentic when the teacher ____________. 
a. Gives valid and reliable paper-and-pen test
b. Gives students a real-life task to accomplish
c. Consider student’s suggestion in teaching
31.Teachers are encouraged to make use of Authentic Assessment. Which
goes with Authentic Assessment? 
a. Answering multiple choice test items
b. Del contextualized drill
c. Real word application
32.It allows appropriate opportunities to rehearse, practice, consult, resources
and get feedback on and refine performances and products. 
a. Non-test Assessment
 45

b. Traditional Assessment
c. Authentic Assessment
33.To be useful citizen, one has to be capable of performing useful task in the
real word. 
a. Authentic Assessment
b. Traditional Assessment
c. Norm-referenced Assessment
34.It assesses the students the students’ ability to efficiently use a repertoire of
knowledge and skills to negotiate a complex task. 
a. Non-test Assessment
b. Traditional Assessment
c. Authentic Assessment
35.He claimed that the authentic assessment, ‘call upon the examine to
demonstrate specific skills and competencies, i.e. to apply the skills and
knowledge they have mastered. 
a. Striggins 1987
b. Mueller 2011
c. Wiggins 1987
36.The following terms refers to the alternative names for Authentic assessment
except? 
a. Alternative Assessment
b. Conventional Assessment
c. Direct Assessment
37.Selecting a response: Traditional, Performing a Task: ________? 
a. Non test assessment
b. Traditional assessment
c. Authentic assessment
38.What is Authentic Assessment? 
a. It refers to standardized testing that uses questions with a limited
number of answer questions.
b. It refers to the assessment of participants where the focus is on the
outcome of a program
c. It is an approach to measure students’ performance in a direct,
relevant way to see it if the learning objectives were met.
39.Through what questions does the authentic assessment apply? 
a. Intelligence
b. Demonstrations
c. True or False
40.Indirect evidence: Traditional, Direct Evidence: __________? 
a. Traditional
b. Non-test
c. Authentic
 46

41.Direct Evidence: Authentic, Simulation a real life: ______? 

a. Traditional
b. Authentic
c. Non-Test
42.What type of assessment is this? ‘A school’s missions are to develop useful
citizens. 
a. Traditional
b. Authentic
c. Formative
43.According to ___________, engaging in worthy problems or questions of
importance in which students must be use of knowledge to fashion
performance effectively. 
a. Wiggin
b. Mueller
c. Authentic
44.Which of the following is not true of Authentic Assessment? 
a. Good for classroom assessment
b. Good for accountability
c. Must involve ‘valued performances’
45.Which is the correct sentence about authentic assessment?
a. Required the student to ‘do’ the subject
b. Measures students’ abilities directly
c. Force their students to give their response
46.Teacher structured: Traditional, Student-structured: ________? 
a. Traditional assessment
b. Authentic assessment
c. Non-test assessment
47.Through what questions does the traditional assessment apply?
a. Game questions
b. Multiple choice
c. Fill-in-the-blanks
48.To determine if the students have acquired these knowledge and skills, the
school must test the students on these knowledge and skills. 
a. Authentic Assessment
b. Traditional Assessment
c. Formative Assessment
49.In ______ assessment, the body of knowledge is determined first. 
a. Traditional assessment
b. Authentic Assessment
c. Formative assessment
50.Direct evidence: authentic assessment, Indirect evidence: ______?
a. Authentic assessment
 47

b. Traditional assessment
c. Formative assessment
51.It is a model of thinking skills incorporates a wider range of factors that affect
how learners think and provide a research based theory.
a. Bloom’s Taxonomy
b. A new taxonomy of educational objectives
c. Cognitive system
52.He distinguishes knowing (technical ability) from knowing that (facts and
preposition, and knowing what acquaintances with things and persons).
a. Marzano
b. Manzano
c. Gilbert Ryle
53.Mastery of knowledge is the focus of _______ assessment and must be
encouraged among learners.
a. Authentic assessment
b. Traditional assessment
c. Non-test assessment
54.The ability of a productive citizen will rely on his/her knowledge and
understanding.
a. Traditional assessment
b. Authentic assessment
c. Non-test assessment
55.The purpose of Traditional Assessment is __________ if the students have
learned the content. 
a. To evaluate
b. To determine
c. To demonstrate
56.He proposed a new taxonomy of Educational Objectives.
a. Wiggins
b. Marzano
c. Mueller
57.Both ______ and ________ assessment are necessary.
a. Non-test ,Authentic
b. Authentic, Traditional
c. Traditional, Non-test
58.It set goals and keep track of how well these goals are being achieved and
the self-system decides whether to continue the current behavior or engage
in a new learning activity. 
a. Metacognitive System
b. Cognitive System
c. Self-System
 48

59.The _________ systems process all the necessary information and the
knowledge which consist of information, mental procedures and physical
procedures. 
a. Cognitive System
b. Metacognitive System
c. Self-System
60.Beliefs about the Importance of knowledge 
a. Self-System
b. Metacognitive System
c. Cognitive System

Answer Key
1. C 31. C
2. B 32. C
 49

3. B 33. A
4. A 34. C
5. B 35. A
6. C 36. B
7. C 37. C
8. B 38. C
9. B 39. B
10. B 40. C
11. A 41. B
12. A 42. B
13. C 43. A
14. A 44. B
15. B 45. A
16. B 46. B
17. B 47. B
18. B 48. B
19. B 49. A
20. A 50. B
21. B 51. B
22. A 52. A
23. C 53. B
24. A 54. A
25. A 55. A
26. C 56. B
27. B 57. B
28. B 58. A
29. B 59. A
30. B 60. A
 50

CURRICULUM VITAE

CURRICULM VITAE
 51

JONABIE F. MENDOZA

Prk.II Barangay Telafas,

Columbio, Sultan Kudarat

Fulgenciojm23@gmail.com

+639566752735

Personal Profile

Age: 20

Sex: Female

Birthday: June 23, 2001

Educational Background

2022- Present Southern Mindanao Institute of Technology Inc.

2018-2019 STI College of Koronadal

2016-2017 Telafas National High School

2012-2013 Telafas Central Elementary School

CURRICULUM VITAE

Angela V. Gamueta
 52

Barangay Bannawag President

Quirino, Sultan Kudarat

Angelaiegamueta07@gmail.com

+639635406582

Personal Profile

Age: 21

Sex: Female

Birthday: July 06, 2000

Educational Background

2022- Present Southern Mindanao Institute of Technology Inc.

2018-2019 Central Mangilala National High School

2016-2017 Central Mangilala National High School

2012-2013 Bannawag President Quirino Sultan Kudarat

CURRICULUM VITAE

Cherry Ann S. Asuncion

Prk.I Barangay Estrella President,

 53

Quirino, Sultan Kudarat

Asunciona835@gmail.com

+639971920279

Personal Profile

Age: 22

Sex: Female

Birthday: March 28, 1999

Educational Background

2022- Present Southern Mindanao Institute of Technology Inc.

2018-2019 Southern Mindanao Institute of Technology Inc.

2016-2017 Southern Mindanao Institute of Technology Inc.

2012-2013 Estrella Elementary School

CURRICULUM VITAE
 54

Althea T. Pangawilan

Prk.KWM, Poblacion President

Quirino, Sultan Kudarat

altheapangawilanthefunny@

+639635406582

Personal Profile

Age: 21

Sex: Female

Birthday: May 18, 2001

Educational Background

2022- Present Southern Mindanao Institute of Technology Inc.

2018-2019 Southern Mindanao Institute of Technology Inc.

2016-2017 President Quirino National High School

2012-2013 President Quirino Central Elementary School

CURRICULUM VITAE

Patricia M. Otto
 55

Prk.9 Block 4,Tacurong,

Sultan Kudarat

patriciaotto14@gmail.com

+639979558900

Personal Profile

Age: 23

Sex: Female

Birthday: September 23,1999

Educational Background

2022- Present Southern Mindanao Institute of Technology Inc.

2017-2018 Tacurong National High School

2015-2016 Tacurong National High School

2011-2012 Datu Sambilan Elementary School

 56

PICTORIALS

EXPERIMENTAL GROUP
 57

CONTROLLED GROUP
 58

Outline Defense
59
 60

Final Defense