ABSTRACT
This study investigated the Implementation Guide for Makabansa teachers in Inquiry Based Learning among Grade 3 Learners within public elementary schools in Taal Sub-Office for the school year 2026–2027. Employing a descriptive-quantitative research design, data were collected from public elementary school Makabansa teachers using a researcher-made questionnaire that measured the demographic profile of the respondents, the extent of utilization of IBL, its level of effectiveness, the challenges encountered, and the significant difference and relationship between the variables.
Based on the comprehensive findings from the study, analysis, and stakeholder consultations, a detailed and practical Implementation Guide was meticulously developed to serve as a valuable resource for educators. This guide is thoughtfully anchored on core principles that emphasize learner-centeredness, ensuring that students are actively engaged in their own learning processes; contextualization, which encourages the adaptation of teaching strategies to fit the local environment, culture, and specific needs of the learners; and inclusivity, aimed at creating equitable learning opportunities for all students regardless of their backgrounds or abilities.
Based on these findings, a detailed and practical Implementation Guide was developed to assist educators in effectively adopting Inquiry-Based Learning. The guide is thoughtfully anchored on core principles that promote learner-centeredness, ensuring that students are actively involved in their learning processes. It emphasizes contextualization, encouraging teachers to adapt strategies to suit local environments, cultures, and students’ specific needs. Inclusivity is also prioritized to promote equitable learning opportunities for all learners, regardless of their backgrounds or abilities.
Overall, this guide aims to serve as a valuable resource for Makabansa teachers, fostering effective inquiry-based teaching practices that enhance student engagement, understanding, and success in the classroom.