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Place-Based Inquiry Teaching Approach: Effects on Grade 8 Students’ Conceptual Understanding and Interest in Biology

Sittie Ainah B. Macaumbao(1), Hannah P. Abdulmalik(2),


(1) Mindanao State University
(2) Mindanao State University
Corresponding Author

Abstract


This study examined the effects of a Place-Based Inquiry Teaching Approach on Grade 8 students’ conceptual understanding and interest in Biology at Senior High School. A mixed-method, quasi-experimental design was employed with 30 students assigned to control and experimental groups. Quantitative data were collected using a researcher-developed Biology Conceptual Understanding Test and an adapted Biology Interest Questionnaire, complemented by reflective journals and interviews. Results showed substantially greater gains in conceptual understanding for the experimental group than the control group, with statistically significant differences in post-test scores and mean gains. Although initial interest differed between groups, post-intervention analyses indicated comparable interest levels, suggesting that place-based inquiry helped sustain students’ motivation. Thematic analysis revealed that students viewed place-based inquiry lessons as more meaningful, engaging, and connected to their daily lives and local community. These findings support place-based inquiry as a promising strategy for advancing Sustainable Development Goals on quality school science education.

Keywords


Biology; Education; Inquiry teaching; Student

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