Inquiry-Based Pedagogy as a Catalyst for Scientific Literacy among Elementary Schools in Norala District: A Correlational Analysis

Abstract

In today’s rapidly evolving scientific and technological landscape, fostering scientific literacy among learners has become a global educational priority. This study aimed to examine the relationship between inquiry-based pedagogy and the development of scientific literacy among elementary students in Norala District, Division of South Cotabato. Adopting a quantitative, descriptive-correlational research design, data were collected from teachers and learners to assess instructional practices and students’ scientific literacy levels. Findings reveal that teachers consistently employ inquiry-based strategies that encourage students to generate questions, explore through guided activities, and engage in tasks connecting scientific concepts to real-life contexts. Emphasis on questioning techniques and student-centered learning highlights deliberate efforts to stimulate deeper thinking and active knowledge construction. Correspondingly, learners demonstrated strong scientific literacy, reflected in their ability to reason with scientific knowledge, apply concepts in practical situations, and communicate ideas effectively. The analysis further indicates a strong positive relationship between teachers’ inquiry-based practices and learners’ scientific literacy. This suggests that environments fostering active, inquiry-driven learning significantly enhance students’ critical thinking, problem-solving, and practical application of science. In conclusion, the study underscores the pivotal role of inquiry-based pedagogy in promoting meaningful engagement with scientific concepts and nurturing scientifically literate learners. Based on these findings, recommendations include professional development programs for teachers, curriculum integration of real-world problem-solving tasks, school-level support for inquiry-driven instruction, and continued exploration of innovative strategies to deepen student engagement. Future research may investigate barriers to effective inquiry-based learning and examine its long-term impact on students’ scientific reasoning and literacy. Keywords: Inquiry-Based Learning, Scientific Literacy, Elementary Education, Student-Centered Instruction