This study aims to compare the academic track and Technical-Vocational-Livelihood (TVL) track in terms of inquiry-based thinking skills and learning competencies in Practical Research 2 among Grade 12 students. Utilizing a descriptive-comparative quantitative research design with purposive sampling, the study involved 71 students from two academic tracks: HUMSS/ABM (Humanities and Social Sciences / Accountancy, Business, and Management) and TVL (Technical-Vocational-Livelihood) track.
The Inquiry-based Thinking Scale (ITS) and a self-perceived learning competency questionnaire were used to gather data, yielding mean scores of 4.18 and 3.62 for inquiry-based thinking, and 4.16 and 3.657 for learning competencies, respectively, across the two groups. Results indicated significant differences in both inquiry-based thinking skills and self-perceived learning competencies (p-value = 0.001), prompting the rejection of the null hypothesis.
The findings underscore the need for tailored educational interventions that reflect the unique cultural, social, and economic contexts of students. Recommendations include the development of personalized learning plans, enhanced teacher training programs, and the integration of technology to support inquiry-based learning. Future research directions suggest longitudinal studies, expanded demographic analyses, and interdisciplinary approaches to further refine and validate the effectiveness of these educational strategies. This study contributes to the broader goal of creating a more relevant and effective education system that equips students with the Inquiry-based thinking skills necessary for academic and real-world success.
Table of Contents
1. Introduction
2. Literature Review
3. Research Questions
4. Scope and Limitation
5. Methods
6. Instrumentation
6.1 Inquiry-based Thinking Scale (ITS)
6.2 Self-Perceived Learning Competencies in Practical Research2 (LCPR2)
6.3 Ethical Issues
7. Discussion
8. Implications
9. Recommendations
10. Future Directions
11. References
Research Objectives and Themes
This study aims to assess and compare the inquiry-based thinking skills and self-perceived learning competencies of Grade 12 students across different academic tracks (HUMSS/ABM and TVL) to identify gaps and inform the development of localized, context-aware educational modules for Practical Research 2.
- Comparison of inquiry-based thinking skills between academic and TVL tracks.
- Evaluation of self-perceived learning competencies among senior high school students.
- Identification of curriculum gaps in standardized Practical Research 2 modules.
- Development of localized and contextualized instructional materials for diverse student environments.
Excerpt from the Book
Introduction
In the contemporary educational landscape, fostering inquiry-based thinking and research skills is essential, particularly at the senior high school level. Practical Research 2 or Quantitative Research, a core component of the Grade 12 curriculum in the Philippines, is designed to develop students’ inquiry-based thinking skills and learning competencies. This course is instrumental in equipping students with the ability to systematically investigate real-world problems, thereby fostering a deeper understanding of their local and global contexts (DepEd, 2016).
The importance of Practical Research 2 or Quantitative Research extends beyond academic preparation; it empowers students to become analytical and proactive members of society. Inquiry-based learning, which lies at the heart of this subject, encourages students to question, explore, and draw evidence-based conclusions, enhancing their cognitive and metacognitive abilities (Bell, Smetana, & Binns, 2005). However, the effectiveness of this pedagogical approach depends significantly on the relevance and applicability of the learning materials employed.
There has been a growing recognition of the necessity for localized and contextualized educational resources. Standardized modules often overlook the unique cultural, social, and economic contexts of students, particularly in a diverse country like the Philippines (Martin & Torres, 2016). This underscores the urgent need to develop tailored modules that resonate with students' immediate environments and experiences, thereby making learning more meaningful and effective.
Summary of Chapters
Introduction: Outlines the significance of inquiry-based learning in Practical Research 2 and identifies the need for localized educational materials for Filipino Grade 12 students.
Literature Review: Explores the theoretical foundations of inquiry-based learning and the pedagogical benefits of contextualized instructional design.
Research Questions: Defines the specific investigative goals regarding the students' thinking skills, competencies, and the potential need for localized curriculum development.
Scope and Limitation: Specifies the demographic focus on 71 Grade 12 students from public schools in Region IV-A during the 2020-2021 academic year.
Methods: Describes the descriptive-comparative quantitative research design and the purposive sampling technique utilized in the study.
Instrumentation: Details the Inquiry-based Thinking Scale (ITS) and the Self-Perceived Learning Competencies scale, including their reliability and ethical protocols.
Discussion: Presents and analyzes the data comparing thinking skills and learning competencies between HUMSS/ABM and TVL student tracks.
Implications: Discusses the broader impact for curriculum developers, teachers, and policymakers regarding the implementation of tailored educational strategies.
Recommendations: Offers actionable strategies for curriculum enhancement, teacher training, and the creation of supportive learning environments.
Future Directions: Suggests long-term research avenues, including longitudinal studies and interdisciplinary approaches to refining educational outcomes.
Keywords
Inquiry-based learning, localized modules, contextualized education, critical thinking, Grade 12, Practical Research 2, student competencies, educational interventions, curriculum development, quantitative research, HUMSS, ABM, TVL, student engagement, teaching strategies.
Frequently Asked Questions
What is the primary focus of this research?
The study investigates the inquiry-based thinking skills and self-perceived learning competencies of Grade 12 students in the Practical Research 2 course within the Philippine education system.
What are the central themes discussed in the work?
Key themes include inquiry-based learning, the adaptation of curriculum to local and social contexts, student self-efficacy, and the comparative performance of students across different academic tracks.
What is the main goal or research question?
The primary goal is to determine if significant differences exist in thinking skills and competencies between academic tracks, ultimately providing a basis for developing better, localized educational modules.
Which scientific methods were applied?
The study utilized a descriptive-comparative quantitative research design involving purposive sampling and statistical t-tests to evaluate data from two specific survey instruments.
What is the focus of the main body?
The main body examines existing literature, details the research design and instrumentation, presents comparative statistical analysis of student data, and suggests implications for policymakers and educators.
Which keywords characterize this research?
Key terms include inquiry-based learning, localized and contextualized education, critical thinking, Practical Research 2, and student competency assessment.
How do HUMSS/ABM and TVL tracks compare in this study?
The study found statistically significant differences in both inquiry-based thinking skills and self-perceived learning competencies, with HUMSS/ABM students generally scoring higher than TVL students.
Why are localized modules considered necessary?
Standardized modules often fail to reflect the unique cultural, social, and economic backgrounds of diverse student populations, which can impede engagement and learning efficacy.
What recommendations are made for teachers?
Teachers should receive professional training in student-centered inquiry-based approaches and be supported through mentorship programs to better facilitate learning within their classrooms.
What do the findings suggest for future policies?
Policymakers are encouraged to design educational standards that support the creation of adaptable, context-specific modules rather than relying on uniform, non-localized curriculum materials.
- Citar trabajo
- Josephine P. Manapsal (Autor), 2023, Improving Inquiry-Based Skills in Quantitative Research for Grade 12 Students. Developing a Localized and Contextualized Module, Múnich, GRIN Verlag, https://www.grin.com/document/1505226
