Improving grade 10 students' geometrical optics through blended predict, explain, enact, observe, and reflection inquiry-based learning

Abstract

This study examines the impact of blended learning employing the PEEOR (Predict-Explain-Enact-Observe-Reflection) inquiry-based approach on Grade 10 students’ conceptual understanding, science process skills, and motivation in geometrical optics. Although inquiry-based methods are recognized for promoting active learning, limited research has explored their integration with blended learning in science education. The study adopts a quasi-experimental quantitative design with 172 students randomly assigned to three experimental groups (blended lab, virtual lab, traditional lab) and one control group. Data were collected through pre-tests, post-tests, and a motivation questionnaire administered to the experimental groups. Findings indicate that all instructional approaches improved science process skills and conceptual understanding, with the blended learning group achieving the greatest gains. This group also demonstrated the highest motivation levels, suggesting that combining inquiry-based pedagogy with blended learning can enhance both cognitive and affective learning outcomes. The results underscore the value of blended learning frameworks in fostering deeper conceptual mastery and greater engagement in science education.

Keywords: Blended learning; inquiry-based learning; motivation; science education; student engagement