Bridging the Gap: Improving Students’ Scientific Inquiry Skills Through the

Use of Hands- on Experiment

Summary

The study explores how students can improve their scientific skills through

hands-on experiments and problem-solving tasks, fostering critical thinking,

hypothesis formulation, and data evaluation. Despite the benefits, many students

still face challenges in developing inquiry skills and understanding scientific

processes.

The lack of hands-on learning opportunities has created challenges for

students, resulting in skill gaps due to limited laboratory experiences. The absence

of tactile engagement has diminished curiosity and technical proficiency, making it

harder for students to develop essential scientific skills. Research highlights the

importance of practical activities in strengthening laboratory skills, deepening

scientific knowledge, and improving conceptual understanding. Expanding access to

laboratory experiments is essential to bridging these gaps and fostering active

engagement in scientific inquiry.

Background

This study investigates the enhancement of scientific skills among students

through engaging active learning activities, characterized by hands-on experiments

by participating in hands-on experiments, students can apply their theoretical

knowledge to real-world settings and comprehensively comprehend the subject.

Experiments allow students to hone their critical thinking abilities, formulate

hypotheses, and evaluate data, fostering a sense of independence and ownership in

their learning (Fahmi et al., 2019). Ultimately, incorporating experiments improves

student learning and prepares them for more scientific research (Penn & Mavuru,

2020). Practical classes and hands-on skills are an essential part of face-to-face

teaching (Anderton et al., 2021). The purpose of this study lies in the recognition of

the importance of scientific inquiry through the use of hands- on experiment that

will develops critical thinking skills among students (Balaoro, 2024). Activity-based
science learning, involving experimental activities, helps students retain concepts

and gain deeper understanding. This will shed light on the potential of active

learning strategies to revolutionize science education in the Philippines (Garcia et

al., 2019). Students still struggle with inquiry skills and scientific inquiry

understanding, necessitating continued development of these skills through active

participation. Experiments are crucial because they provide students with practical

experiences that develop their critical thinking abilities and enhance their

comprehension of scientific ideas (Lee & Brown, 2018). Students continue to find

hands-on activities enjoyable, making science lessons more engaging. Educators

believe that selecting appropriate learning strategies, particularly those based on

experiential learning, can significantly boost students' interest, participation, and

overall academic performance (Castillo, 2019).

Problem

Students face several challenges in scientific inquiry, especially with hands-on

activities. Multiple studies show that practical work and activities offer many

advantages, including developing laboratory skills, enhancing scientific knowledge,

and deepening the understanding of science concepts and theories. Experiments

also play a crucial role in fostering critical thinking and a spirit of inquiry (Noufal,

2022). However, a lack of hands-on experimentation limits students' engagement

and practical exposure. Science education relies heavily on direct experimentation,

observation, and material manipulation. Without sufficient lab work, students miss

the tactile and procedural aspects of scientific exploration, which require precise

techniques. This reduction in practical experience can decrease curiosity and

motivation, highlighting the need for more laboratory-based learning opportunities

to strengthen students' scientific skills and understanding (Brinson, 2015).

Beneficiaries

The target beneficiaries of this study are Junior High School and Senior High School

students at Ihan National High School, who face challenges in developing scientific

inquiry skills due to limited hands-on experimental activities. Practical experiments

play a crucial role in enhancing their comprehension of scientific concepts by

hands-on learning opportunities can help bridge this gap and improve students’

overall scientific understanding and skills.

Proposed Solution to the Problem Presented

1. Scaffolded learning approach. Start with simpler, foundational tasks before

progressing to more complex experiments. Used Checklists or guided worksheets to

help students follow procedures systematically.

2. Hands- on peer mentoring. Pair struggling students with more experienced

peers for guided practice.

3. More hands-on activities. Increase lab work, workshops, and practical

assignments to reinforce theoretical knowledge. Allow students to build, test and

experiment in learning areas that needed hands -on activities

Methods/ Details of the proposed Solution:

1. In a scaffolded learning approach, Teachers should plan lessons with

appropriate support, assess students' prior knowledge, break complex tasks into

manageable steps, use modeling, guided practice, questioning techniques, clear

instructions, visual aids, and examples, and provide continuous monitoring and

feedback to ensure students stay on track and develop independently. According to

Woolfolk Hoy, (2021) describes scaffolding as a supporting framework in learning

and problem solving including various forms of assistance, such as guidance,

reminders, encouragement, dividing complex problems into manageable steps,

providing examples, or using other strategies that encourage students'

independence as learners. As defined Slavin, (2017) scaffolding involves expert

support, in this case, teachers or peers who have mastered the concept.

2. Peer mentoring in hands-on laboratory experiences can be an effective way for

students to bridge skill gaps through collaborative learning. Experienced students

can guide peers in lab activities by demonstrating techniques, explaining concepts,

and providing real-time feedback. This encourages active participation, boosts

confidence, and enhances problem-solving skills. Mentors should create an open

approaches. Structured peer mentoring ensures all learners benefit, and reflection

and discussion after each session reinforce learning. Previous research has shown

that peer mentoring is an effective pedagogical support strategy (Cornelius et al.,

2016). It can support students psychologically and enhance their capacity to

understand complexity and navigate institutional cultures (Mullen & Klimaitis,

2021). Crisp et al. (2017) noted that one of the most common pedagogic strategies

used to help vulnerable or less experienced students was to assign those with more

experience or knowledge to guide new students and help the latter solve problems.

As cited by the study of Griffiths et. al (2018) P2P mentoring is defined as the type

of mentorship which normally takes place between a person who has lived through

a specific experience (the peer mentor) and a person who is new to such

experience.

3. Hands-on activities Students can bridge the gap between theory and practical

application through structured laboratory exercises, simulations, and real-life

problem-solving tasks. Teachers can design experiments, encourage collaborative

work, and provide proper tools. Reflection, discussion, and troubleshooting refine

techniques. As cited in Dohn et al. (2016), laboratories serve a very important role

in science education, making them central and remarkable. This is supported by the

study of Filgona et al. (2016), where it was stressed that hands-on learning, as a

form of learning by doing and direct experience, does not only focus on active

learning

but also is accompanied with experiences, reflection, and ideas. Additionally,

Akani's study of 2015 highlights the importance of laboratories in developing

students' scientific attitudes, skills, and methods, emphasizing the need for

teachers to emphasize the significance of laboratory-related activities in teaching

and learning science subjects.

According to Gericke et al. (2022), in science education, ‘doing science’ has

many terms that are used interchangeably, such as practical work, laboratory work,

hands-on work, experiments, and science practices. In this paper, laboratory work

will be used, as it is a form of hands-on learning in science classrooms.

This study employs an experimental research design to assess the impact of hands-

on experimental activities on the scientific inquiry skills of Junior High School and

Senior High School students at Ihan National High School. By implementing and

evaluating practical experiments, this research aims to determine their

effectiveness in enhancing students' comprehension of scientific concepts and

inquiry-based learning.

Respondents of the Study:

The respondents of this study will be 15 students per section, with a total of 255

students selected from 17 sections up to Senior High School at Ihan National High

School. Participants will be chosen through random sampling to ensure a fair and

representative selection of students for assessing the impact of hands-on

experimental activities on scientific inquiry skills.

Inclusion Criteria

 Junior High School and Senior High School students currently enrolled at Ihan

National High School.

 Students who are willing to participate in the study.

 Students who have taken or are currently taking science subjects that involve

experimental activities.

Exclusion Criteria

 Students who are not enrolled at Ihan National High School.

 Students who are unwilling to participate in the study.

 Students with conditions or circumstances that prevent them from engaging

in hands-on experimental activities (e.g., medical restrictions, prolonged

absences).

Research Sampling Technique

School and Senior High School students at Ihan National High School. This method

ensures that every student has an equal chance of being chosen, reducing bias and

allowing for a more representative sample of the student population.

Research Locale

This study will be conducted at Ihan National High School, where Junior High

School and Senior High School students face challenges in developing scientific

inquiry skills due to limited hands-on experimental activities. The school serves as

the primary setting for this research, providing a relevant environment to assess the

impact of practical experiments on students’ scientific understanding and inquiry-

based learning.

Activities Employed by Science Teachers that Promote Engaging Active

Learning

Activities Frequency Rank

Interactive/Group Discussion 15 1.5

Problem-solving Activities 15 1.5

Hands-on Experiments 14 3

Online Quizzes and Games 12 4

Concept Mapping 11 5

Simulations and Virtual Labs 9 6

Jigsaw Activities 7 7.5

Science Debates 7 7.5

Role-playing 5 9

Field Trips 0 10

Balaoro's 2024 table highlights the importance of hands-on experiments in science

education. It reveals that hands-on experiments are highly valued, with a significant
frequency of 14 and a rank of 3. These shows that hands-on activities provide

students with tangible experiences, allowing them to explore scientific phenomena

firsthand and develop practical skills. Therefore, having a foundation in

experimentation is crucial for engaging active learning in science.

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