The Learning Outcomes Following a Context-Based 7E Inquiry Learning Model with Hands-on Activities: Learning Achievement and Scientific Explanation Competency of Grade 10 Students

Abstract

This research aimed to 1) compare Grade 10 students’ physics learning achievement on Forces and Newton’s laws of motion after learning through a Context-Based 7E Inquiry Learning Model with Hands-on Activities with the 70% criterion, 2) compare students’ competency in explaining phenomena scientifically with competency levels based on the PISA scientific literacy framework, and 3) study students’ satisfaction with the learning activities. The sample consisted of 40 Grade 10 students in the science–mathematics program, selected through cluster sampling. The research instruments were seven lesson plans covering 24 class periods, a learning achievement test, a scientific explanation competency test, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and t-test. The findings revealed that 1) students’ post-learning achievement was significantly higher than the 70% criterion at the .05 level (t = 5.39, p < .001); 2) 87.50% of the students demonstrated a good or higher level of competency in explaining scientific phenomena, exceeding the 80% criterion by 7.50 percentage points, while the overall competency was at a very good level; and 3) students’ overall satisfaction with the learning activities was at the highest level (X̄ = 4.60, S.D. = 0.22).