Inquiry-based learning and engagement of Science, Technology, Engineering, and Mathematics (STEM) students

International Journal of Research Studies in Management
Divine Word College of San Jose Special Issue
2026 Volume 14 Issue 4

Available Online: 23 June 2026

Author/s:

Dela Luna, Limuel A.*
Divine Word College of San Jose, Philippines (limueldelaluna14@gmail.com)

Catalan, Catherine S.
Divine Word College of San Jose, Philippines (catherine.catalan001@deped.gov.ph)

Jacinto, Jivel P.
Divine Word College of San Jose, Philippines (jivel.jacinto001@deped.gov.ph)

Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)

Abstract:

This study investigated the relationship between inquiry-based learning and student engagement among STEM Grades 11 and 12 students at Divine Word College of San Jose. Using a survey questionnaire, the research examined three dimensions of inquiry: structured, guided, and open and their influence on behavioral, cognitive, and emotional engagement. Results revealed that structured inquiry was strongly implemented, with students affirming that teachers provided clear questions, step-by-step guidance, and opportunities to interpret data. Guided inquiry also scored very high, highlighting the importance of collaboration, questioning, and student voice in science activities. Open inquiry, while slightly less emphasized, demonstrated students’ appreciation for autonomy and responsibility in analyzing data and managing their learning. Engagement levels were consistently very high across all domains: behavioral, cognitive, and emotional. Correlation analysis confirmed significant positive relationships between inquiry-based learning and engagement, with open inquiry showing the strongest correlation (r = 0.65, p = .000). These findings affirm that a balanced integration of structured guidance, collaborative opportunities, and autonomy fosters motivation, curiosity, and resilience among STEM learners. The study concludes that inquiry-based learning is a vital pedagogical approach that enhances student engagement in science education. Recommendations include strengthening student-led investigations, encouraging more collaborative problem-solving, and providing professional development for teachers to sustain inquiry practices. Future research may extend to other strands or employ qualitative methods for deeper insights.

Keywords: inquiry-based learning, student engagement, STEM education, structured inquiry, guided inquiry, open inquiry

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DOI: https://doi.org/10.5861/ijrsm.2026.26522

Cite this article:
Dela Luna, L. A., Catalan, C. S., Jacinto, J. P., & Galay-Limos, J. A. (2026). Inquiry-based learning and engagement of Science, Technology, Engineering, and Mathematics (STEM) students. International Journal of Research Studies in Management, 14(4), 23-32. https://doi.org/10.5861/ijrsm.2026.26522

* Corresponding Author