SCIENCE TEACHERS USE OF INQUIRY-BASED TEACHING METHODS IN TEACHING JUNIOR HIGH SCHOOL SCIENCE AMONG SELECT SECONDARY SCHOOLS IN BALIWAG

Most of the students are not interested in science, it is often perceived as a challenging subject but is undeniably important for us to understand the world and drive progress within the society. Teachers need to be creative as picasso because these subject demands this to keep little minds interested and challenge the big ones. Teachers are required to use varieties of methods to foster scientific skills required to attain the goal of science education- to create a learner that will apply science in dealing and solving real-life problems. One of the methods is known as the Inquiry-Based Learning (IBL), a student-centered method which is recognized for its effectiveness in enhancing essential skills among learners. In spite of its significant potential, the implementation of IBL is associated with challenges for science teachers. This led the researcher to conduct a descriptive quantitative study that will explore the Junior High School Science Teachers’ perception regarding the use of Inquiry-Based Learning (IBL) method as well as its challenges and overall perception. The researchers selected a total of twenty-five (25) Junior High School Science from select schools in Baliwag through purposive sampling method.