ABSTRACT

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The purpose of this study was to determine the various experiences and challenges of social studies teachers in utilizing inquiry-based learning or instruction in social studies in an online class setting, as well as how teachers make online inquiry-based instruction effective in teaching social studies subjects. The findings of this study will be used to develop actions and models for improving inquiry-based instruction in an online class setting. A qualitative study design was used in this study wherein ten (10) social studies teachers participated in the study because they are the ones who have mastered the subjects and lessons involved in social studies. A semi-structured interview was used, with interview questions focusing on teachers’ experiences with inquiry-based learning. Thematic content analysis was used to evaluate and categorize the respondents’ statements or responses to the research questions. It was discovered that when social studies teachers began using the inquiry-based learning approach or teaching style in online social studies classes, they encountered challenges in terms of student readiness and preparedness. When students are not prepared, the IBL becomes ineffective because teachers cannot receive responses from students who are not ready to answer questions. Also, when teachers are unprepared for the content, questions, activities, and assessments in an online IBL class, the IBL becomes unsuccessful. The findings suggested that establishing a positive relationship with students, as well as informing them about the objectives of the IBL and their role in the IBL class, will make inquiry-based instruction effective in an online class setting, particularly in social studies.

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