Hands-On Science Inquiry and Conceptual Understanding among Grade 5 Learners
DOI:
https://doi.org/10.5281/zenodo.21425688Keywords:
conceptual understanding, Grade 5 learners, guided inquiry, hands-on science inquiry, science education, two-tier assessmentAbstract
This study investigated the relationship between hands-on science inquiry and conceptual understanding among Grade 5 learners at Balla Elementary School in the City of Ilagan, Isabela. A cross-sectional explanatory measurement design was employed using the Hands-On Science Inquiry Experience Scale and a two-tier conceptual understanding test. The inquiry scale measured manipulation and exploration, questioning and prediction, evidence interpretation, and explanation and reflection, while the conceptual test assessed learners’ scientific answers and supporting explanations. Confirmatory factor analysis, the Rasch partial credit model, and median quantile regression were used to analyze the data. Findings showed that learners often experienced hands-on science inquiry, with manipulation and exploration of materials receiving the highest rating. Explanation and reflection emerged as the least developed inquiry component. Most learners demonstrated developing or emerging conceptual understanding, and force and motion was identified as the most difficult science content area. Median quantile regression revealed a significant positive association between hands-on science inquiry and conceptual understanding. However, the modest explanatory contribution of inquiry indicated that physical participation alone did not ensure accurate scientific understanding. The findings emphasized the need to strengthen guided questioning, evidence analysis, explanation, and reflection during practical science activities. Teachers were encouraged to integrate structured investigations, two-tier assessments, classroom dialogue, and targeted remediation to help learners connect observable results with scientifically acceptable explanations.
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