Abstract

This study determined the effectiveness of Inquiry-Based Learning (IBL) and Collaborative Learning (CBL) approaches in enhancing the academic performance of Grade 10 students in Science. Specifically, it investigated whether significant differences existed between the pretest and posttest scores within each group and in the mean gain scores between the two groups. Employing a quasi-experimental design, the study was conducted at Tungao National High School, Butuan City, during the School Year 2024–2025. Two intact Grade 10 sections were selected, one exposed to IBL and the other to CBL, based on comparable pretest results. A 30-item multiple-choice Science achievement test, validated and standardized by the Division Office, served as the research instrument. After securing necessary approvals, the researcher administered the pretest, implemented the respective interventions over 4 to 6 weeks, and conducted the posttest. Data were analyzed using paired sample t-tests and independent sample t-tests. Results revealed that the CBL group achieved a significant mean gain of 7.43 (t = 7.894, p = .000), indicating substantial improvement in Science performance. The CBL approach promoted teamwork, real-life relevance, and active participation, which enhanced student engagement and comprehension. In contrast, the IBL group showed a minimal mean gain of 0.87 (t = .961, p = .344), with posttest scores largely stagnant, suggesting limited effectiveness due to challenges such as lack of scaffolding, confusion with open-ended tasks, and uneven participation. An independent t-test confirmed a significant difference between the two groups (t = 5.037, p = .000), favoring the CBL approach. The study concludes that while IBL holds potential, its success depends on proper implementation and learner readiness. Overall, CBL proved to be a more effective instructional strategy for improving Science 10 performance, offering a structured, engaging, and collaborative learning environment that supports deeper understanding and academic achievement.