Authors : Camille A. Rabo

Volume/Issue : Volume 11 - 2026, Issue 4 - April

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Google Scholar : https://tinyurl.com/mrx9u7z4

Scribd : https://tinyurl.com/4upvcz7w

DOI : https://doi.org/10.38124/ijisrt/26apr1947

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Abstract : This study addresses the limitations of traditional teacher-centered instruction in science education by promoting inquiry-based learning (IBL) as a student-centered approach. The research focuses on designing and validating a Chemistry module for Grade 9 learners, aligned with curriculum standards and inquiry principles. Literature consistently supports that inquiry-based strategies enhance conceptual understanding, critical thinking, and scientific literacy. Validation processes ensure instructional quality, usability, and effectiveness. The review highlights global and local studies that justify the development of learner-centered modules, emphasizing their role in advancing 21st-century skills and improving science education outcomes in the Philippine context.

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