This action research investigates the effectiveness of the open inquiry method in enhancing the research writing skills of Grade 9 students. The study was driven by the research question: How does the implementation of the open inquiry method impact the development of research writing skills among Grade 9 students? The rationale for this study stems from the growing emphasis on fostering critical thinking, self-directed learning, and academic writing proficiency in secondary education. Traditional, teacher-centered approaches often fail to engage students in authentic research processes, limiting their ability to formulate research questions, design methodologies, and articulate findings effectively. The open inquiry method, which encourages students to take ownership of their learning by designing and conducting their own research projects, was explored as a potential solution to these challenges. 

The primary objective of this study was to evaluate the extent to which the open inquiry method improves students’ research writing skills, particularly in areas such as formulating research questions, organizing information, synthesizing data, and presenting coherent arguments. Additionally, the study aimed to assess changes in students’ attitudes toward research writing and their perceived self-efficacy in conducting independent research. The theoretical framework guiding this research was rooted in constructivist learning theory, which posits that learners construct knowledge through active engagement and reflection. The open inquiry method aligns with this framework by providing students with opportunities to explore their interests, collaborate with peers, and reflect on their learning processes. 

 The roots of the open inquiry approach can be traced back to the works of John Dewey (1938), who advocated for experiential learning as a means of connecting education to real-life experiences. Dewey argued that learning is most effective when students are actively involved in the process, rather than passively receiving information. This idea is central to open inquiry, where students are encouraged to identify their own research questions, design methodologies, and draw conclusions based on evidence. By engaging in authentic research, students develop critical thinking skills and a deeper appreciation for the subject matter. 

Another key influence on the open inquiry approach is Jean Piaget’s theory of cognitive development, which highlights the role of exploration and discovery in learning. Piaget (1970) argued that learners construct knowledge through interactions with their environment, assimilating new information and accommodating it into existing mental frameworks.  

Lev Vygotsky’s sociocultural theory further enriches the theoretical framework of open inquiry. Vygotsky (1978) emphasized the importance of social interaction and collaboration in learning, suggesting that knowledge is co-constructed through dialogue and shared experiences. In an open inquiry setting, students often work in groups, discussing ideas, sharing perspectives, and providing feedback to one another. This collaborative environment not only enhances learning but also helps students develop communication and teamwork skills. 

In summary, the theoretical framework of the open inquiry approach is deeply rooted in constructivist principles, emphasizing active learning, collaboration, and reflection. By drawing on the works of Dewey, Piaget, Vygotsky, Bruner, and others, this approach provides a robust foundation for developing students’ research writing skills, critical thinking, and intrinsic motivation. Through open inquiry, students become active participants in their education, constructing knowledge and developing skills that extend beyond the classroom. 

This action research employed a mixed-methods approach to investigate the impact of the open inquiry method on Grade 9 students’ research writing skills. The study was conducted over a six-week period in an intellectual school setting, involving 45 Grade 9 students. The methodology was designed to collect both quantitative and qualitative data, allowing for a comprehensive analysis of the effectiveness of the open inquiry method. The study began with a pre-assessment to evaluate students’ baseline research writing skills. This assessment included a written task requiring students to formulate a research question, outline a methodology, and draft a short research proposal. The pre-assessment was scored using a rubric that evaluated clarity, coherence, logical organization, and evidence of critical thinking. Following the pre-assessment, students were introduced to the open inquiry method through a series of workshops. These workshops covered key aspects of research writing, such as identifying researchable topics, conducting literature reviews, designing methodologies, collecting and analyzing data, and presenting findings. Throughout the six-week intervention, students worked independently or in small groups to design and execute their own research projects. The teacher acted as a facilitator, providing guidance and feedback while encouraging student autonomy. Students were required to maintain reflective journals to document their learning processes, challenges, and insights. These journals served as a valuable source of qualitative data, offering insights into students’ experiences and perceptions of the open inquiry method. At the end of the intervention, a post-assessment was administered, mirroring the pre-assessment format to measure changes in students’ research writing skills. The post-assessment was scored using the same rubric to ensure consistency. Additionally, focus group discussions were conducted with a sample of students to gather qualitative data on their attitudes toward research writing and their experiences with the open inquiry method. Teacher observations were also recorded to provide further context and triangulate the data. Data analysis involved comparing pre- and post-assessment scores to quantify improvements in research writing skills. Qualitative data from reflective journals, focus group discussions, and teacher observations were analyzed thematically to identify patterns and insights related to student engagement, challenges, and perceived self-efficacy. The mixed-methods approach allowed for a robust evaluation of the open inquiry method’s impact, combining measurable outcomes with rich, contextual insights. This methodology ensured a comprehensive understanding of how the open inquiry method influenced Grade 9 students’ research writing skills and overall learning experiences.

The findings of this action research highlight the significant potential of the open inquiry method in enhancing Grade 9 students’ research writing skills. Quantitative analysis of pre- and post-assessment scores revealed measurable improvements in key areas of research writing, including the formulation of research questions, organization of information, synthesis of data, and presentation of coherent arguments. Students demonstrated a greater ability to articulate clear and focused research questions, design logical methodologies, and draw evidence-based conclusions. These improvements underscore the effectiveness of the open inquiry method in fostering critical thinking and academic writing proficiency. Qualitative data, focus group discussions, and teacher observations provided deeper insights into the learning process. The open inquiry method empowered students to take ownership of their learning, allowing them to explore topics of personal interest and develop a sense of agency in their academic work. However, some challenges were identified, particularly in areas such as time management and synthesizing complex information. These findings suggest that while the open inquiry method is highly effective, additional scaffolding and structured support may be necessary to help students navigate these challenges. The study also revealed positive shifts in students’ attitudes toward research writing. Many participants reported that the open inquiry approach made the research process more enjoyable and meaningful, contrasting with their previous experiences of more rigid, teacher-directed assignments. In conclusion, this action research demonstrates that the open inquiry method is a powerful tool for developing Grade 9 students’ research writing skills. By aligning with constructivist principles and promoting student autonomy, the method enhances both academic proficiency and intrinsic motivation. Future research could explore strategies for addressing identified challenges, such as integrating time management training and providing targeted support for synthesizing information. Overall, the findings underscore the value of student-centered learning in fostering critical skills and a lifelong love of inquiry.

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