Academic Involvement in Inquiry-Oriented Social Studies Classrooms at Naggasican National High School
DOI:
https://doi.org/10.55687/ste.v5i1.275Abstract
Inquiry-oriented instruction has increasingly been recognized in social science education as an effective pedagogical approach for promoting meaningful learner engagement, critical thinking, and democratic participation. By emphasizing questioning, dialogue, analysis of social issues, and evidence-based reasoning, inquiry-oriented Social Studies instruction encourages learners to actively construct understanding of complex social realities. This study examined the level of academic involvement among secondary school learners exposed to inquiry-oriented Social Studies classrooms at Naggasican National High School. Using a quantitative descriptive-correlational research design, data were collected from 180 junior high school learners through a validated Academic Involvement Survey measuring behavioral, emotional, and cognitive dimensions of engagement. Descriptive statistics and Pearson correlation analyses were employed to determine learners’ levels of involvement and the relationship between inquiry-oriented instructional practices and academic involvement. Findings revealed a high overall level of academic involvement, with cognitive involvement emerging as the strongest dimension. Significant positive relationships were found between inquiry-oriented instruction and all dimensions of academic involvement. The results suggest that inquiry-oriented Social Studies instruction plays a critical role in sustaining learner participation, emotional investment, and deep cognitive engagement. Implications for Social Studies teaching practice, instructional leadership, and future research are discussed.
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