International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Senior High School Science Teachers’ Lived Experiences in Implementing Inquiry-Based Learning: A Hermeneutic Phenomenological Study

Author(s) Ms. Jonissa Rosa-ut Telamo
Country Philippines
Abstract This hermeneutic phenomenological study explored the lived experiences of six Senior High School science teachers implementing Inquiry-Based Learning (IBL) at Valencia National High School. Guided by Dewey’s theory of experience and teacher professional identity theory, the study aimed to move beyond measures of instructional effectiveness and examine how inquiry-based science teaching is experienced within the Philippine context. Semi-structured interviews were conducted and analyzed using Interpretive Phenomenological Analysis, which yielded five themes. Teachers generally described successful IBL in terms of observable student behaviors, particularly independence, engagement, and confidence, rather than focusing on their own instructional performance. In contrast, challenging experiences—such as poorly designed activities, gaps in students’ prior knowledge, and increasing dependence on artificial intelligence—often led teachers to discontinue inquiry activities and revert to more traditional, teacher-centered approaches. Time emerged as a persistent structural constraint that did not align well with the extended and iterative nature of inquiry-based learning, affecting how fully IBL could be implemented in regular classroom periods. Teachers also described a shift in professional role, from content delivery toward facilitation of learning, although this transition was closely tied to classroom demands and practical constraints. External factors further influenced implementation, with school conditions and resource availability affecting classroom practice. Despite these challenges, supportive school environments and mentorship from more experienced colleagues were identified as important conditions that helped sustain the use of inquiry-based approaches in teaching science.
Keywords inquiry-based learning, lived experiences, science teachers
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-06-12
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.81218
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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