Inquiry-Based Learning Approach and Critical Thinking Skills of Grade Four Learners

Abstract

This study examined the extent of inquiry-based learning (IBL) in the environment and the level of critical thinking skills among Grade 4 learners in Social Studies in San Fernando District II, Division of Bukidnon, during the School Year 2025–2026. Specifically, it assessed IBL across engagement, exploration, explanation, elaboration, and evaluation, and determined its relationship with learners’ critical thinking skills.
A descriptive–correlational design was employed, involving 195 learners selected through simple random sampling. Data were collected using adapted questionnaires with established reliability (Cronbach’s alpha = 0.93 for IBL; 0.90 for critical thinking) and content validity through expert review. Data were analyzed using mean, standard deviation, and Pearson product–moment correlation.
Findings revealed that the IBL environment was implemented to a moderate extent, while learners’ critical thinking skills were also at a moderate level. Correlation analysis showed no statistically significant relationship between the variables (r = 0.106, p > 0.05). This suggests that moderate and inconsistent implementation of inquiry-based strategies may not be sufficient to significantly enhance higher-order thinking skills.
The study concludes that effective development of critical thinking requires more structured, sustained, and well-supported inquiry-based practices. Future research should incorporate multiple data sources and experimental designs to better examine causal relationships