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. 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?
3. 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? (Note: Use
independent samples t-test)
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? (Note: Use independent samples
t-test)
5. Is there a significant relationship between students’ Science achievement and
interest? (Note: Use Pearson correlation test; combine 1st trial run and 2nd trial
run posttest results and level of interest for both experimental and control
groups)
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 Science 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 Moving Towards 55%
Mastery
Percentage 44% 31%
Increase
2nd Trial Pretest 22% Low
Run Posttest 60% 48% Moving Towards
Mastery
Percentage 38%
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 Science to be 3.83 0.46 Very High
interesting.
2. Solving Science problems is interesting 3.37 0.56 Very High
for me.
3. Mathematics fascinates me.
4 I am interested in doing Science
problems.
5. It is fun to do Science. 3.60 0.67 Very High
6. Learning new topics in Science is 3.60 0.50 Very High
interesting
7. I find Science intellectually stimulating. 3.27 0.74 Very High
8. I find the teaching of Science in our class
to be interesting.
9. When I’m in Science class, I listen very 3.27 0.78 Very High
carefully.
10. I want to learn more lessons in Science.
11. I want to be involved on working on
something in Science class.
12. I want to share my learning in Science 3.53 0.73 Very High
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 Science to be 3.60 0.56 Very High 3.33 0.66 Very High
interesting.
2. Solving Science problems is interesting 3.33 0.61 Very High 3.70 0.47 Very High
for me.
3. Mathematics fascinates me. 3.30 0.70 Very High
4 I am interested in doing Science
problems.
5. It is fun to do Science.
6. Learning new topics in Science is 3.63 0.61 Very High
interesting
7. I find Science intellectually stimulating. 3.60 0.50 Very High
8. I find the teaching of Science in our class 3.67 0.55 Very High 3.40 0.72 Very High
to be interesting.
9. When I’m in Science class, I listen very 3.57 0.50 Very High 3.33 0.61 Very High
carefully.
10. I want to learn more lessons in Science. 3.83 0.38 Very High
11. I want to be involved on working on
something in Science class.
12. I want to share my learning in Science 3.47 0.78 Very High
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. Testing Differences in Students’ Achievement (Posttests) Using 7E Inquiry-
Based (Experimental Group) and Conventional Method (Control Group): 1st Trial Run
Variables Mean SD t – value df p – value Remarks
Using 7E Inquiry-Based
(Experimental Group)
Using Conventional Method
(Control Group)
Table 5. Testing Differences in Students’ Achievement (Posttests) Using 7E Inquiry-
Based (Experimental Group) and Conventional Method (Control Group): 2nd Trial Run
Variables Mean SD t – value df p – value Remarks
Using 7E Inquiry-Based
(Experimental Group)
Using Conventional Method
(Control Group)
Table 6. Testing Differences in Students’ Interest Using 7E Inquiry-Based (Experimental
Group) and Conventional Method (Control Group): 1st Trial Run
Variables Mean SD t – value df p – value Remarks
Using 7E Inquiry-Based
(Experimental Group)
Using Conventional Method
(Control Group)
Table 7. Testing Differences in Students’ Interest Using 7E Inquiry-Based (Experimental
Group) and Conventional Method (Control Group): 2nd Trial Run
Variables Mean SD t – value df p – value Remarks
Using 7E Inquiry-Based
(Experimental Group)
Using Conventional Method
(Control Group)
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
