Inquiry-Based Lessons in Pre-Calculus for Senior High School Students

This study investigated the effect of the developed inquiry-based lessons in enhancing the learners’ mastery of learning competencies in Pre-Calculus, attitudes towards Mathematics and higher order thinking skills. Employing pre-experimental research design, it made use of quantitative research method in answering the problems in the study. Nine lessons were taught to forty-seven Grade 11 Science, Technology, Engineering and Mathematics (STEM). The learners’ mastery of learning competencies and HOTS were assessed through parallel-form 30-item and 10-item pretest and posttest, respectively while the learners’ attitude towards Mathematics was assessed using the attitudes towards mathematics inventory. Quantitative data were treated using mean, mastery level, t-test, and Cohen’s index (d). T-test revealed significant differences on the learners’ mastery of learning competencies in Pre-Calculus, attitudes towards Mathematics and HOTS before and after the intervention. Consequently, through inquiry-based lessons with the use of the instructional materials develops learners’ mastery of learning competencies in Pre- Calculus, attitude towards Mathematics and HOTS. Hence, there is a need for teachers to design classroom tasks geared towards the development of these skills. Further validation of the said instructional materials packaged out of the lessons as a result of the study is hereby recommended.

Keywords – inquiry-based lessons, learning competencies, attitudes towards mathematics, higher- order thinking skills, instructional materials