Effectiveness of inquiry-based physics e-module on secondary school student academic performance in a face-to-face collaborative instruction
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ID: 287554
2025
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Abstract
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
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| Authors | Frias, Raldin Gem C. |
| Journal | Malay Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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