Scholarly Inquiry Model: A Springboard for Student Learning

Abstract

The paper investigates the scholarly inquiry approach of teaching student learning improvement of respondents in terms of inquiry structure approach, inquiry open-ended approach, inquiry problem-based approach, and inquiry guided approach. It also explores the extent of scholarly inquiry springboard learning improvement of student respondents in the aspect of planning inquiry, retrieving information inquiry, project process inquiry, and creativity skills inquiry. Quantitative descriptive research design is employed in the study and utilizes purposive sampling techniques in gathering data. The study comprised One Hundred Twenty-Five (125) respondents only. Results show that inquiry structure approach utilizes the course module for students to find solution to societal issues and process, inquiry open-ended approach in teaching motivates to increase learning and creative thinking, inquiry problem-based approach in teaching as an active learning technique suitable for teaching scholarly inquiry-based approach to students as centers of learning, and inquiry guided approach in teaching initiates guided learning process in advanced and experienced for sources in a distinct instructional learning offers direction, standard planning inquiry-based activities of learning integration, retrieving information inquiry assists students to retrieve and organize information through skills and strategies, project process inquiry establishes the teaching system in forming student critical thinking, culture and ability, and creativity skills inquiry provides scientific investigation and analysis of data involvement process in scholarly inquiry module as springboard learning of students.