• Jonel Cabunoc Murillo

  Author

• Denis Abao Tan

  Author

This study explored the use of inquiry-based learning approach in teaching mathematics and its
impact on students’ performance and engagement of Grade 7 students of Libona National High
School. It envisioned to: (1) identify the level of performance of the students in mathematics
when exposed to IBL and non-IBL in terms of their pre-test, post-test, and retention test
scores;(2) determine the level of engagement of the students in mathematics when exposed to
IBL and non-IBL in terms of their, affective and cognitive engagements; (3) differentiate the
level of performance of the students in mathematics when exposed to IBL and non-IBL in terms
of their post-test; and retention test; (4) find out if there is a significant difference exist in the
level of engagement of the students in mathematics when exposed to IBL and non-IBL in terms
of their affective and cognitive engagements.
A quasi-experimental research design was conducted to students in two groups: the IBL and the
non-IBL. Results revealed that students who were exposed to IBL had significantly higher
performance in mathematics as to those exposed to non-IBL in terms of their post-test and
retention test. It was also found out that the use of IBL is comparable in terms of the affective
engagement of the students but not comparable in terms of cognitive engagement between two
groups.

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