From Questioning to Engagement: Inquiry-Based Social Science Teaching and Learners’ Academic Engagement at San Miguel Integrated School–Mian

Abstract

Inquiry-based teaching has emerged as a powerful pedagogical approach for fostering meaningful learning and academic engagement, particularly in Social Science education where interpretation, dialogue, and critical thinking are essential. This study examined how inquiry-based Social Science teaching influenced learners’ academic engagement at San Miguel Integrated School–Mian. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with Social Science teachers, and focus group discussions with learners. Thematic analysis revealed that inquiry-based instruction enhanced learners’ behavioral, emotional, and cognitive engagement by centering lessons on questioning, collaborative exploration, contextualized discussion, and reflective sense-making. Learners demonstrated increased participation, sustained interest, and deeper analytical thinking when teachers structured instruction around inquiry questions and supported learning through scaffolding and a respectful classroom climate. The study highlights the pedagogical value of inquiry-based teaching and underscores the role of instructional leadership in sustaining engaged learning environments in Social Science classrooms.