Poinsettia Avendaño | Elena Victoria Almeniana

**Discipline: **Education

Students frequently doubt the accuracy of the mathematics they are taught in school and how it relates to their everyday lives. There is a logical contradiction between what is studied in the classroom and what would be required for reallife problems when there is doubt that the mathematics learned in school is useful outside of the classroom. As a result, the failure is directly attributed to the way teachers support learning in the classroom to encourage lifelong learning. This action research was conducted to enhance learning in Mathematics in solving quadratic equations using an Inquiry-Based Approach. The respondents were 135 Grade 9 students of Rizal High School, from EBEC sections namely 13, 15, and 31. A quasi-experimental pre-test-post-test design was employed in this study. The results revealed that there is a moderately significant difference in the performance of the students after their involvement in the intervention. This result was proven by a two-tailed z-test where the computed value of 40.81 is greater than the critical value of 1.96 at a 0.05 level of significance. Thus, the result clearly shows that inquiry-based instructional methods had a significant effect on students’ ability to solve decontextualized mathematical problems. The researchers recommend using Inquiry-Based Approach in other topics in Mathematics and/or another field of Science to promote unboxed learners.

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