Inquiry-based learning packet for Science 7

This study investigates the relationship between students’ performance in the second quarter topic, Ecosystem in differentiating biotics from abiotic components, describing the different ecological relationships, and predicting the effect of changes in one population on other populations and abiotic factors on the ecosystem, and students’ feedback on the use of inquiry-based learning packet in terms of students’ engagement, comprehensibility of instruction, durability of set of instruction, and equity of activities at Daantabogon National High School, during the school year 2024-2025. The teaching manner was centered on inquiry-based learning and was done by measuring the students’ performance and feedback through a correlational-quantitative research method. The 40-item assessment and the feedback questionnaire were conducted with 75 respondents. The results showed that the performance level of the respondents was Moving Towards Mastery and their feedback had an overall weighted mean of 2.65, SD=0.49. The p-values of the four factors were less than 0.05, which means that the reported correlation was statistically significant. The findings revealed that the inquiry-based learning packet was effective and helped the students in achieving academic performance. Thus, the study recommends that teachers may undergo further research for the effective application of inquiry-based instructions to diverse students.