Enhancing Participation and Inquiry Skills by Using Question-Based Lollipops in Engaging Grade 9 Students

Mae Magdalin Rivera
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Mae Magdalin Rivera: Faculty of the College of Education Misamis University Ozamiz City

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 10, 2613-2644

Abstract: Active student participation is fundamental to effective learning. However, many Grade 9 students struggle to engage actively in class discussions, often due to low motivation, fear of judgment, and a lack of confidence in inquiry-based tasks. This action research sought to investigate the effectiveness of the Question-Based Lollipops strategy where students randomly select question-containing lollipops with pre-written questions, as a method to improve participation and inquiry skills in Filipino classes, specifically when studying Noli Me Tangere. Employing a classroom action research design, the study used a mixed-methods approach involving 30 purposively selected Grade 9 students from a private non-sectarian school in Ozamiz City. Data were collected using pre- and post-tests, classroom observations, and semi-structured interviews. Statistical analysis included descriptive statistics and paired-sample t-tests, while qualitative data were analyzed using thematic analysis. The findings were positive, showing a significant enhancement in student engagement and inquiry skills, evidenced by higher participation rates, improved response quality, and greater student confidence in asking and answering questions. Implementing question-based lollipops as an interactive reward system created a lively and participatory learning environment. This strategy offers educators an effective tool to foster curiosity, critical thinking, and collaborative learning among junior high school students. Based on these findings, teachers are encouraged to incorporate the Question-Based Lollipops Strategy as a routine classroom procedure to solicit participation from all learners, particularly shy or reticent students. School leaders should endorse this practice by organizing professional development sessions focused on interactive questioning techniques and student engagement strategies. Curriculum developers should integrate student-centered techniques like the lollipop questioning method into curricula, especially for subjects requiring critical thinking and active engagement. Future researchers are invited to explore the long-term implications of this approach in various subject matters and grade levels, and to compare it with other active learning strategies to determine best practices for promoting inquiry and engagement.

Date: 2025
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