Inquiry-Based Science Teaching and Learners’ Academic Engagement at Andabuen National High School

Abstract

Inquiry-based teaching has been widely promoted as an effective pedagogical approach for improving student engagement and learning in science education. However, empirical evidence grounded in school-based classroom practice remains limited, particularly in secondary school contexts. This study examined how inquiry-based science teaching influenced learners’ academic engagement at Andabuen National High School. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with science teachers, and focus group discussions with learners. Thematic analysis revealed that inquiry-based instruction enhanced behavioral, emotional, and cognitive engagement when teachers structured lessons around questioning, investigation, collaborative sense-making, and reflective dialogue. Learners demonstrated increased participation, sustained interest, and deeper cognitive involvement when inquiry tasks were supported by scaffolding, feedback, and a supportive classroom climate. The findings underscore the importance of intentional instructional design and instructional leadership support in sustaining inquiry-based practices. Implications for science teaching and future research directions are discussed.