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Multimodal Representations Strategies in Teaching Science towards Enhancing Scientific Inquiry Skills among Grade 4

Ayla Mae L. Ortiz1, John Vincent C. Aliazas2
1Department of Education-Division of San Pablo City, Laguna, 4000 Philippines
2Laguna State Polytechnic University-San Pablo City, Laguna, 4000, Philippines





One of the main concerns of learning science is for the pupils to fully understand the natural world and infer ideas based on the evidences attained from their work. Science as a subject matter in the early years of learning needs to be fully understood for the pupils to be ready for a higher level of education. Science as a general education component in the curriculum and, as perceived by the students as a challenging subject, should have science educators who create learning strategies that are relevant and engaging to enhance the scientific inquiry skills of the pupils. This study introduced the multimodal representations strategies in teaching science to improve scientific inquiry skills among Grade Four pupils. Using two groups of pre-test and post-test experimental research design led to achieving the study objectives participated by 75 Grade Four pupils at San Joaquin Elementary School of the Academic Year 2020-2021. The result showed that using the multimodal representations strategies in teaching science helped students improve their scientific inquiry skills. Likewise, results revealed a significant improvement in the respondents’ level of performance from the beginning level (observing patterns, determining relationships, drawing conclusions, and communicating ideas) to a proficient-exemplar level of performance. Furthermore, the study suggests that multimodal representation strategies resulted in a significant increase in students’ scientific inquiry skills, promoting high engagement in learning.

Keywords: Multimodal Representation, Scientific Inquiry Skills, Engagement, T-test, Philippines

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