Challenges and coping practices of grade 6 science teachers in applying inquiry-based learning in rural educational settings

Abstract

The stark pedagogical disconnect between macro-level curricular mandates and the resource-deprived realities of peripheral classrooms demands a critical investigation into how frontline educators navigate instructional execution. This study investigated the lived experiences, operational challenges, and adaptive strategies of Grade 6 science teachers implementing inquiry-based learning (IBL) in rural public schools within SDO Laoag City. Employing a descriptive phenomenological research design rooted in Husserlian philosophy, the study utilized purposive sampling to select eight full-time educators. Data were gathered through expert-validated, semi-structured interviews and processed using reflexive thematic analysis following the Braun and Clarke framework. The findings revealed that IBL implementation is severely restricted by a triad of operational challenges: language barriers and expression deficiencies, severe resource and material constraints, and time constraints coupled with classroom management pressures. To navigate these structural bottlenecks, teachers successfully deployed targeted practices, including pedagogical adaptations with scaffolded inquiry, proactive resource management, and differentiated, inclusive learning models like mother-tongue translation and blended tasks. The study demonstrates that instructional resilience in peripheral schools relies heavily on grassroots teacher agency and localized contextualization. It is recommended that policymakers actively fund low-cost, bilingually scaffolded print materials and establish flexible time-blocking schedules to accommodate authentic, student-led scientific exploration.