International Journal of Research and Innovation in Applied Science (IJRIAS)
Perceived Teaching Performance and Inquiry-Based Teaching Strategies as Predictors of Science Identity among Senior High School Learners
Published August 5, 2026 • Vol. 11, Issue 7, pp. 1448–1459Open Access
DOI: 10.51584/IJRIAS.2026.11070100
Abstract
A weak science learning identity among Grade 12 STEM students remains a challenge in science education. This study utilized a descriptive-diagnostic research design and adapted survey questionnaires to examine how perceived teaching performance and inquiry-based teaching strategies influence the science identity of 230 respondents. Multiple regression analysis revealed that perceived teaching performance significantly predicts science learning identity, highlighting the vital role of effective instruction, teacher support, and positive learning experiences. Conversely, inquiry-based teaching strategies did not yield a statistically significant direct influence. Consequently, the study recommends enhancing pedagogical practices, integrating structured classroom scaffolding, and establishing meaningful recognition for students to effectively strengthen learners' science identities.
Keywords: Perceived teaching performance, inquiry-based teaching strategies, predictors of science learning identity, senior high school
| Journal | International Journal of Research and Innovation in Applied Science (IJRIAS) |
|---|---|
| ISSN | 2454-6194 |
| Volume / Issue | Volume 11, Issue 7 |
| Pages | 1448–1459 |
| Publication date | August 5, 2026 |
| DOI | 10.51584/IJRIAS.2026.11070100 |
| Publisher | RSIS International |
| License | Open Access |
How to cite this article
Ruel Suarez Larutin (2026). Perceived Teaching Performance and Inquiry-Based Teaching Strategies as Predictors of Science Identity among Senior High School Learners. International Journal of Research and Innovation in Applied Science (IJRIAS), 11(7), 1448-1459. https://doi.org/10.51584/IJRIAS.2026.11070100
BibTeX
@article{Ruel2026,
title = {Perceived Teaching Performance and Inquiry-Based Teaching Strategies as Predictors of Science Identity among Senior High School Learners},
author = {Ruel Suarez Larutin},
journal = {International Journal of Research and Innovation in Applied Science (IJRIAS)},
volume = {11},
number = {7},
pages = {1448--1459},
year = {2026},
doi = {10.51584/IJRIAS.2026.11070100},
publisher = {RSIS International}
}