Effectiveness of Inquiry-Based Physics e-Module on Secondary School Student Academic Performance in a Face-to-Face Collaborative Instruction

Aim: Filipino students registered dismal science results in international assessments like PISA and TIMSS.Enthused by this, the present study was aimed to document the effectiveness of inquiry-based physics e-modules on secondary school student academic performance in a face-to-face collaborative instruction.Methodology: As a developmental study, this research aimed at determining the effectiveness of inquiry-based physics e-modules on Grade 10 student academic performance in a face-to-face collaborative learning set-up in three different parameters: achievement test, engagement, and classroom discourse quality using a quasi-experimental research design and 26 participants in each control (using printed modules) group and experimental group (e-modules).Data were collected from the achievement test scores, engagement survey, and audio recordings of whole-class sessions.Results: Findings show no statistically significant difference in the achievement test scores between the control and experimental groups.Conversely, the control group had better overall engagement and cognitive and emotional engagement, with statistically significant difference, but inferior classroom discourse quality.The experimental group classroom discourse is marked by diverse extended student contributions such as explanation, evaluation, argumentation, and justification. Conclusion:Given the results, it can be argued that the use of inquiry-based e-module can not only facilitate learning of physics concepts, but also ensure deep understanding among students, enabling them in a quality classroom discourse.