Title Page

STUDENTS’ INTEREST AND ACHIEVEMENT THROUGH THE USE OF 7E-

INQUIRY BASED APPROACH IN TEACHING SCIENCE

Conceptual Framework

Using 7E Inquiry-Based Approach

(Experimental Group)
*First Trial Run
*Second Trial Run

Science
Achievement
Pretest/
Posttest Inputs

Students’
Interest
Conventional Method
(Control Group)
*First Trial Run
*Second Trial Run

Figure 1. The Conceptual Framework of the Study

Statement of the Problem

The primary purpose of this study is to assess the efficiency of using 7E Inquiry-

Based Approach in teaching Science of the Grade 7 students of Aurora National High

School during the school year 2017-2018.

Specifically, this study seeks to answer the following questions:

 1. What is the level of Science achievement using 7E Inquiry-Based Approach

(experimental group) and Conventional Method of teaching (control group) as

revealed by the pretest and posttest results in two trial runs?

2. Is there a significant difference in students’ Science achievement using 7E

Inquiry-Based Approach (experimental group) and Conventional Method of

teaching (control group) in the posttest results of two trial runs?

3. What is the level of students’ interest in Science using 7E Inquiry-Based

Approach (experimental group) and Conventional Method of teaching (control

group) during the two trial runs?

4. Is there a significant difference in students’ interest in Science using 7E

Inquiry-Based Approach (experimental group) and Conventional Method of

teaching (control group) in the two trial runs?

5. Is there a significant relationship between students’ Science achievement and

interest?

Statement of the Hypotheses

The hypotheses that follow are to be tested in this study using 0.05 level of

significance.

1. There is no significant difference in students’ Science achievement using 7E

Inquiry-Based Approach (experimental group) and Conventional Method of

teaching (control group) in the posttest results of two trial runs.

 2. There is no significant difference in students’ interest in Science using 7E

Inquiry-Based Approach (experimental group) and Conventional Method of

teaching (control group) in the two trial runs.

3. There is no significant relationship between students’ Science achievement and

interest.

Instrumentation

To determine the quality of students’ learning of the two intact groups during the

pretest and posttest, the Mean Percentage Score (MPS) and its descriptive equivalent

below taken from DepEd Memorandum No. 160, s. 2012 was used.

MASTERY/ACHIEVEMENT LEVEL
MPS Descriptive Equivalent
96 – 100% Mastered
86 – 95% Closely Approximating Mastery
66 – 85% Moving Towards Mastery
35 – 65% Average
15 – 34% Low
5 – 14% Very Low
0 – 4% Absolutely No Mastery

A questionnaire from Luttrell, et al. (2009) was also be utilized with

modifications to measure students’ interest in learning Mathematics both from the control

and experimental group. The questionnaire is set at 4-point scale: 1 – Not at all true; 2 –

A little true; 3 – Often true; and 4 – Always true.

 The following is the hypothetical mean range that was used to describe students’

interest on the learning process:

3.26 – 4.00 = Very High

2.51 – 3.25 = High

1.76 – 2.50 = Low

1.00 – 1.75 = Very Low

Results and Discussion

Table 1. Level of Students' Achievement

Using 7E Inquiry-Based Approach Conventional Method

(Experimental Group) (Control Group)
Test
MPS Descriptive Equivalent MPS Descriptive Equivalent
st
1 Trial Pretest 21% Low 24% Low
Run Posttest 65% Moving Towards 55%
Mastery
Percentage 44% 31%
Increase
2nd Trial Pretest 22% 22% Low
Run Posttest 60% 48% Moving Towards
Mastery
Percentage 38% 26%
Increase
Scale: 96 – 100% = Mastered; 86 – 95% = Closely Approximating Mastery; 66 – 85% = Moving Towards Mastery;
35 – 65% = Average; 15 – 34% = Low; 5 – 14% = Very Low; 0 – 14% = Absolutely No Mastery

Table 2. Level of Students' Interest (1st trial run)

 Using Video in Teaching Conventional Method
Indicators (Experimental Group) (Control Group)
Mean SD Remarks Mean SD Remarks
1. I find many topics in Mathematics to be 3.83 0.46 Very High
interesting.
2. Solving Math problems is interesting for 3.37 0.56 Very High
me.
3. Mathematics fascinates me.

4 I am interested in doing Math problems.

5. It is fun to do Math. 3.60 0.67 Very High

6. Learning new topics in Mathematics is 3.60 0.50 Very High

interesting
7. I find Math intellectually stimulating. 3.27 0.74 Very High

8. I find the teaching of Mathematics in our 3.53 0.73 Very High

class to be interesting.
9. When I’m in Mathematics class, I listen 3.27 0.78 Very High
very carefully.
10. I want to learn more lessons in
Mathematics.
11. I want to be involved on working on
something in Mathematics class.
12. I want to share my learning in 3.53 0.73 Very High
Mathematics with my classmates.
3.46 0.71 Very High
Overall
Scale: 1.00 – 1.75 = Very Low; 1.76 – 2.50 = Low; 2.51 – 3.25 = High; 3.26 – 4.00 = Very High
Table 3. Level of Students' Interest (2nd trial run)

Using Video in Teaching Conventional Method

Indicators (Experimental Group) (Control Group)
Mean SD Remarks Mean SD Remarks
1. I find many topics in Mathematics to be 3.60 0.56 Very High 3.33 0.66 Very High
interesting.
2. Solving Math problems is interesting for 3.33 0.61 Very High 3.70 0.47 Very High
me.
3. Mathematics fascinates me. 3.30 0.70 Very High

4 I am interested in doing Math problems.

5. It is fun to do Math.

6. Learning new topics in Mathematics is 3.63 0.61 Very High

interesting
7. I find Math intellectually stimulating. 3.60 0.50 Very High

8. I find the teaching of Mathematics in our 3.67 0.55 Very High 3.40 0.72 Very High
class to be interesting.
9. When I’m in Mathematics class, I listen 3.57 0.50 Very High 3.33 0.61 Very High
very carefully.
10. I want to learn more lessons in 3.83 0.38 Very High
Mathematics.
11. I want to be involved on working on
something in Mathematics class.
12. I want to share my learning in 3.47 0.78 Very High
Mathematics with my classmates.
3.59 0.57 Very High 3.44 0.67 Very High
Overall

Scale: 1.00 – 1.75 = Very Low; 1.76 – 2.50 = Low; 2.51 – 3.25 = High; 3.26 – 4.00 = Very High
Testing of the Hypotheses

Table 4. One-Way ANCOVA to Test Students’ Achievement Using 7E Inquiry-Based

(Experimental Group) and Conventional Method (Control Group):1st Trial Run

Type III
Source of Mean
Sum of Df F-ratio p-value
Variation Square
Squares
Corrected Model
Intercept
Covariates
Main Effects
Error
Total
Corrected Total
a. R Squared = .204 (Adjusted R Squared = .176) *Significant at the 0.05 level

Table 5. One-Way ANCOVA to Test Students’ Achievement Using 7E Inquiry-Based

(Experimental Group) and Conventional Method (Control Group):2nd Trial Run

Type III
Source of Mean
Sum of Df F-ratio p-value
Variation Square
Squares
Corrected Model
Intercept
Covariates
Main Effects
Error
Total
Corrected Total
a. R Squared = .531 (Adjusted R Squared = .514) *Significant at the 0.05 level
 Table 6. Independent t-Test on Students’ Interest Using 7E Inquiry-Based Approach
(Experimental) and Conventional Method (Control): 1st Trial Run

Variables Mean SD t – value df p – value Remarks

7E Inquiry-Based
(Experimental Group)
Using Conventional Method
(Control Group)
* Significant at the 0.05 level

Table 7. Independent t-Test on Students’ Interest Using 7E Inquiry-Based Approach

(Experimental) and Conventional Method (Control): 2nd Trial Run

Variables Mean SD t – value df p – value Remarks

7E Inquiry-Based
(Experimental Group)
Using Conventional Method
(Control Group)
* Significant at the 0.05 level

Table 8. Test of Correlation between Students’ Achievement and Interest

Variables r – value Remarks p – value Remarks

 Students’
Achievement and
Interest
Scale: 0 – ± 0.29 = No Linear Relationship
± 0.30 – ± 0.49 = Weak Linear Relationship
± 0.50 – ± 0.69 = Moderate Linear Relationship
± 0.70 – ± 0.99 = Strong Linear Relationship
±1 = Perfect Linear Relationship

Data Set

Science Achievement
experimental group control group
1st trial run 1st trial run
 student Pretest posttest student pretest posttest

1 4 15 1 7 17
2 1 15 2 5 14
3 9 16 3 10 11
4 6 18 4 3 10
5 4 16 5 3 16
6 4 15 6 4 16
7 7 16 7 5 16
8 6 18 8 8 17
9 3 19 9 5 15
10 3 14 10 9 10
11 8 16 11 8 15
12 4 15 12 4 16
13 4 16 13 13 10
14 4 15 14 8 13
15 6 14 15 6 11
16 3 14 16 6 11
17 5 19 17 4 9
18 6 15 18 5 9
19 6 12 19 8 9
20 6 19 20 6 17
21 3 20 21 3 13
22 5 17 22 7 19
23 4 16 23 2 15
24 7 15 24 3 11
25 8 17 25 7 16
26 6 20 26 6 18
27 7 16 27 7 15
28 9 17 28 8 13
29 4 14 29 5 15
30 5 15 30 5 13

Science Achievement
experimental group control group
2nd trial run 2nd trial run

student pretest posttest student pretest posttest

 1 6 14 1 5 10
2 5 15 2 5 11
3 4 14 3 4 11
4 6 13 4 7 11
5 5 13 5 6 12
6 6 13 6 5 12
7 6 14 7 6 10
8 4 13 8 6 12
9 4 14 9 4 12
10 6 16 10 5 13
11 7 15 11 8 16
12 4 14 12 4 13
13 7 14 13 8 10
14 5 15 14 4 9
15 6 15 15 5 10
16 6 15 16 5 11
17 5 14 17 6 10
18 6 15 18 6 10
19 5 16 19 5 13
20 7 18 20 5 10
21 7 18 21 8 19
22 6 15 22 5 13
23 5 18 23 4 11
24 7 16 24 8 16
25 5 16 25 6 14
26 6 17 26 6 14
27 5 16 27 5 10
28 4 14 28 3 12
29 4 15 29 2 10
30 5 14 30 6 12

Students’ Interest: Experimental Group

1st trial run
student/indicators   1 2 3 4 5 6 7 8 9 10 11 12
1   2 3 2 4 3 3 2 4 3 3 4 3
2   4 3 3 4 4 4 4 2 4 4 4 4
3   3 4 4 3 4 3 4 3 4 4 3 4
 4   3 3 4 3 4 3 4 3 4 3 4 4
5   4 3 4 3 4 3 4 4 4 4 3 3
6   4 3 3 3 2 3 4 4 3 4 4 4
7   4 2 3 4 2 3 4 2 4 3 3 3
8   4 3 3 3 2 3 3 3 3 3 3 3
9   4 3 3 3 3 4 4 3 4 4 4 4
10   4 3 4 4 3 4 4 4 3 4 4 4
11   3 3 4 4 3 4 4 3 4 4 4 4
12   4 4 3 4 4 3 3 4 3 4 4 3
13   4 4 3 4 4 4 4 4 4 4 3 3
14   4 4 3 4 4 4 3 4 3 3 4 3
15   4 4 3 4 4 4 4 4 4 4 3 4
16   4 4 4 4 4 3 4 4 4 4 4 3
17   4 3 4 4 3 4 3 4 3 4 4 4
18   4 4 4 4 4 4 4 4 4 4 4 4
19   4 3 4 2 4 4 4 2 4 4 2 2
20   4 4 4 4 4 4 4 3 4 4 4 4
21   4 3 4 4 4 4 4 4 4 4 4 4
22   4 3 4 4 4 4 4 4 4 3 4 4
23   4 3 4 4 4 3 4 4 4 3 4 4
24   4 3 4 4 4 3 4 4 4 3 4 4
25   4 4 4 4 4 4 3 4 4 4 4 3
26   4 4 4 4 3 4 4 4 4 4 4 4
27   4 3 4 4 4 4 4 4 4 4 2 4
28   4 4 4 4 4 4 4 3 3 4 4 3
29   4 4 4 4 4 4 4 4 4 4 4 2
30   4 3 3 4 4 3 4 4 4 3 4 4

Students’ Interest: Control Group

1st trial run
student/indicators   1 2 3 4 5 6 7 8 9 10 11 12
1   3 3 2 3 3 4 3 3 3 4 3 3
 2   4 4 3 4 4 4 4 4 4 4 3 4
3   4 4 2 3 2 4 2 1 2 3 4 2
4   4 4 3 4 3 4 4 3 4 3 3 4
5   3 4 3 4 4 4 3 4 4 4 3 3
6   3 4 3 4 4 3 3 4 3 4 3 4
7   3 3 4 2 3 3 4 3 4 3 3 2
8   4 3 4 4 3 4 3 4 4 3 3 3
9   3 3 4 3 3 2 3 3 3 4 3 4
10   4 3 4 3 4 3 3 4 3 4 1 4
11   4 2 2 2 2 4 3 4 2 4 2 4
12   4 4 4 3 2 4 4 4 3 4 4 4
13   4 4 3 4 4 4 3 3 3 4 2 4
14   4 3 4 3 4 4 2 4 4 4 3 4
15   4 3 3 4 4 4 4 4 4 4 4 4
16   3 3 4 3 4 4 3 4 3 4 3 4
17   4 3 3 3 4 4 3 3 3 4 4 4
18   4 4 3 4 4 4 4 4 3 4 4 4
19   4 4 4 4 4 4 4 3 3 4 3 2
20   4 3 4 4 3 4 3 2 4 4 3 3
21   4 2 3 1 4 4 2 3 1 2 4 3
22   3 3 4 3 2 3 4 4 2 3 4 4
23   4 4 2 3 2 4 4 4 4 4 4 4
24   4 4 3 4 4 4 4 4 3 4 4 4
25   4 4 3 4 4 3 4 4 4 4 4 4
26   3 4 3 4 4 4 2 3 3 4 4 2
27   4 4 3 4 4 4 4 4 3 4 4 4
28   4 4 3 4 4 4 4 4 4 4 4 3
29   4 4 3 4 4 4 2 4 4 4 4 4
30   4 4 3 2 2 3 3 4 4 3 2 4

Students’ Interest: Experimental Group

2nd trial run
student/indicators   1 2 3 4 5 6 7 8 9 10 11 12
1   3 3 2 3 3 4 4 3 4 4 3 4
2   3 3 4 4 3 3 3 4 4 4 3 4
3   3 3 2 4 4 4 4 4 4 4 4 4
4   4 3 4 4 4 4 4 3 3 4 4 4
5   3 3 4 3 3 4 3 3 4 3 3 4
6   4 4 4 4 3 4 4 4 3 4 4 4
7   4 4 4 3 4 4 3 4 3 4 4 3
8   3 3 3 3 4 4 3 4 3 4 3 4
9   4 3 2 3 4 4 3 4 3 4 4 3
10   3 3 2 3 4 4 3 4 3 4 3 4
11   2 3 3 2 4 4 2 4 3 3 2 3
12   4 3 3 2 3 4 4 3 3 4 4 4
13   4 4 3 3 4 4 4 4 4 4 4 4
14   4 4 3 4 4 4 3 4 4 4 3 4
15   3 4 4 4 4 4 4 4 4 4 4 4
16   3 4 3 4 2 4 3 2 4 3 3 4
17   4 4 3 4 4 4 3 3 3 4 3 3
18   4 2 4 4 4 4 4 4 4 4 4 4
19   4 3 4 4 4 4 4 3 4 4 4 4
20   4 3 4 3 3 4 4 4 3 4 4 4
21   3 3 3 4 3 4 4 4 4 4 4 4
22   3 4 4 3 4 3 4 3 3 3 4 4
23   4 3 4 3 3 4 4 3 3 3 4 4
24   4 2 3 2 4 2 4 4 4 4 4 3
25   4 4 4 4 4 4 3 4 4 4 4 3
26   4 4 3 4 4 4 4 4 4 4 3 4
27   4 3 3 3 4 4 4 4 4 4 4 4
28   4 4 3 4 4 4 4 4 3 4 4 4
29   4 3 4 4 4 4 4 4 4 4 4 3
30   4 4 3 3 4 4 3 4 4 4 3 3

Students’ Interest: Control Group

2nd trial run
student/indicators   1 2 3 4 5 6 7 8 9 10 11 12
1   3 3 4 3 4 4 3 4 3 4 3 3
2   3 3 4 3 4 3 4 3 4 4 3 4
3   3 4 4 3 4 4 3 4 3 3 3 4
4   3 3 4 2 3 4 3 4 2 4 2 3
5   3 3 4 3 4 4 3 2 4 2 3 4
 6   4 4 3 4 4 4 4 4 3 4 4 4
7   2 3 2 3 4 2 4 4 2 3 4 3
8   4 4 4 4 3 4 3 3 4 4 3 4
9   4 4 3 4 4 3 4 4 3 4 4 4
10   3 4 4 3 4 3 3 3 3 3 4 2
11   3 4 4 3 3 4 3 3 3 3 4 2
12   3 4 3 2 4 4 4 4 4 4 2 4
13   4 4 4 4 3 4 4 4 4 3 3 4
14   3 3 3 4 2 3 4 3 4 4 3 4
15   4 4 4 4 4 4 3 3 4 3 3 3
16   3 4 4 4 3 3 4 4 3 4 3 4
17   4 4 3 4 4 4 4 2 3 4 2 4
18   3 3 4 3 2 4 3 2 3 3 3 3
19   4 4 3 4 4 4 4 3 3 4 3 2
20   3 4 4 3 3 4 4 3 3 4 3 4
21   4 4 4 4 3 3 4 4 3 4 3 3
22   2 3 2 4 4 4 4 3 4 3 2 4
23   4 4 2 3 2 4 3 4 4 4 4 4
24   3 4 3 3 4 4 4 3 3 4 3 4
25   4 4 3 3 4 3 4 4 3 4 4 4
26   4 4 3 3 4 4 3 4 4 4 4 4
27   3 4 3 4 2 4 4 4 3 4 3 4
28   2 3 2 4 4 4 4 4 4 4 1 2
29   4 4 3 4 2 4 3 2 4 4 4 4
30   4 4 3 2 3 2 4 4 3 3 4 2