The Effect of Inquiry-Based Strategies on the Historical Awareness of Junior High School Students in Selected Public Secondary Schools in Tanauan

Abstract

This study investigates the effect of inquiry-based learning (IBL) strategies on the historical awareness of junior high school students in selected public secondary schools in Tanauan City, Batangas. Grounded in the mandates of Republic Act No. 10533 (Enhanced Basic Education Act of 2013) which promotes critical thinking and student-centric pedagogy, the research addresses a critical gap in literature regarding how IBL specifically influences the multi-dimensional aspects of historical awareness—such as internalizing historical meaning, shaping national identity, and preserving cultural legacies. While existing research acknowledges the benefits of IBL on general student engagement, limited evidence connects these student-led strategies directly to the cultivation of a deeper historical consciousness within the specific cultural context of Filipino learners.
To bridge these gaps, the primary objective of this research is to evaluate how active instructional techniques—namely structured questioning, collaborative projects, and classroom debates—impact students' capacity to comprehend historical events and recognize their modern societal implications. Ultimately, the study seeks to establish a clear empirical link between the efficacy of inquiry-based methods and the development of civic duty and historical insight among junior high schoolers. The resulting data aim to provide actionable insights for educators, school administrators, and curriculum designers working to implement culturally responsive, high-impact teaching practices in social studies education.