This research explored how private secondary school science teachers implement Inquiry-Based Learning (IBL), focusing on their actual classroom experiences and teaching methods. Through the shared stories of seven science teachers, who were selected using universal sampling, from the Philippine Women’s College of Davao City, the study uncovered both the obstacles they face and the practices that work. Data were collected through in-depth interviews, classroom observations, and document reviews. Thematic analysis revealed that key challenges to effective IBL included limited instructional time, inadequate resources, and insufficient training in IBL techniques. Despite these hurdles, the teachers managed to employ successful strategies such as hands-on student experimentation and the use of guided questioning to promote critical thinking. From these insights, the study suggests practical actions like adjusting time allocations, investing in IBL materials, and providing relevant training for educators. The findings point to the need for stronger institutional backing and more adaptable curricula, while also highlighting the value of ongoing professional development. Overall, the study offers meaningful guidance for school leaders and policymakers aiming to improve IBL practices, ultimately supporting the growth of students’ scientific thinking and inquiry skills. It emphasizes that improving IBL demands not only changes at the policy level but also concrete support for teachers within their daily classroom realities.
Tony Vinson (Fri,) studied this question.