Environmental Chemistry Education Using Inquiry-Based Online Learning
Due to the COVID-19 pandemic, educators worldwide are challenged to prepare instructional materials in a virtual environment to ensure learning and enable learners to take active and influential roles in addressing environmental challenges. This study used inquiry-based online learning (IBOL) in teaching environmental chemistry to enhance the performance and attitude of graduate students in an online setting. The one-group pretest-posttest design was employed in the investigation. Mixed methods were utilized in data gathering and analysis. The designed learning modules were tried in MAED Science – Environmental Chemistry class (n=18) in the 1st semester, AY 2022-2023. The designed modules were assessed and rated “exceeds criteria” based on content, instructional design, organization, equity and accessibility, and presentation. Using IBOL has significantly improved the academic performance of students based on their pretest and posttest results. However, students cited that technological impediments and coordination with the community to conduct research were some of the challenges they encountered. The highlighted IBOL benefits are practical applications of concepts towards sustainable development, cognitive skill development, and producing more autonomous and environmentally responsible learners.
