Improving Students’ Performance in Earth Science Through Inquiry-Based Learning and System Model Integration

As modern education seeks to improve students' comprehension of science, innovative teaching approaches like inquiry-based learning (IBL) and system model integration have become essential in promoting student engagement and critical thinking. This research study sought to assess the impact of integrating inquiry-based learning and system model among seventh-grade students, specifically in their Earth Science performance. It was conducted in one of the public schools in Misamis Occidental during the S.Y. 2024–2025. The study employed a one-group pretest-posttest design using a 50-item test to evaluate students' knowledge in Earth Science. Data were analyzed using Minitab software. The results indicated a notable improvement in students' academic performance after the intervention. Prior to the implementation of IBL and the system model, most students performed below the expected level with a relatively low average score. However, the majority of students eventually showed exemplary performance following the intervention, with a marked increase in their average scores. Statistical analysis showed a highly significant difference in students' performance before and after the intervention. This study concludes that integrating IBL and system models into teaching can effectively enhance learning outcomes in Earth Science, providing good support in science education. Hence, further research is encouraged to expand the application of these approaches across different grade levels, extended implementation periods, and other areas in science to generate more meaningful insights and effective learning. Index Terms — academic performance, critical thinking, Earth Science, inquiry-based learning, system model