Challenges of Grade 8 Students in Performing Guided Inquiry-Based Activities in Biology

The study aimed to determine the major challenges encountered by Grade 8 students in performing guided inquiry-based activities in Biology. Specifically, it was conducted to identify students level of difficulties in the different tasks related to the major challenges of the guided inquiry-based activities. Significant difference between the levels of difficulties of the upper and lower groups of students was also explored. Lastly, an instructional material for students that addresses the identified challenges and difficulties was developed. The primary participants for this study were thirty (30) randomly selected Grade 8 students of the Philippine Science High School-Central Luzon Campus during the fourth quarter of the school year 2014-2015. Researcher-made tools validated by experts used in the study were activity guides, questionnaire for the experts, and questionnaire for the students. Three experts observed and assessed student activities and outputs as the students performed the guided inquiry-based activities. The results of the study showed that the major challenges of Grade 8 students in performing guided inquiry-based activities are: writing a laboratory report, designing an experiment, management of extended activities, analysis of data, performance of laboratory procedures, and understanding background knowledge relevant to different investigations. Furthermore, the experts found that students had difficulties in performing tasks related to data analysis, and fair difficulty in performing tasks related to understanding background knowledge, performance of laboratory procedures, management of extended activities, designing an experiment, and writing a laboratory report. The students perceived that writing the laboratory report is the most challenging task related to performing guided inquiry-based activities. Findings also revealed that there was no significant difference between the levels of difficulties of the upper and lower groups of students on the different tasks related to the major challenges of inquiry-based activities. Based on the findings, the researcher recommends that the results of the study be considered and used in curriculum planning and development, particularly in administering and facilitating guided inquiry-based activities in Biology, and that the developed instructional material be tried out to students to assess its effectiveness.