Author

Dr. John Cliford M. Alvero, LPT, CRS, CRDC, CAWS*
San Pablo Colleges, San Pablo, Laguna, Philippines

Prof. Mary Lei E. Makatangay, LPT
San Pablo Colleges, San Pablo, Laguna, Philippines

Abstract

The development of a strong research culture within teacher education is essential in advancing inquiry-based learning and aligning higher education practices with Sustainable Development Goal 4 (Quality Education). This study examined the extent to which education students at San Pablo Colleges perceive and experience a research culture that supports inquiry-based learning. Specifically, it investigated four dimensions: inquiry-based learning skills, faculty implementation of research-oriented teaching strategies, institutional support mechanisms, and the motivational influence of research culture on students’ scholarly engagement. A quantitative descriptive research design was employed. Data were collected from 46 College of Education students using a validated 40-item researcher-developed questionnaire administered via Google Forms. Descriptive statistics, particularly mean and standard deviation, were used to analyze the data. Findings revealed that students demonstrated inquiry-based learning skills to a great extent (M = 3.48), while faculty implementation of research-oriented strategies was also perceived to a great extent (M = 3.59). Institutional support mechanisms were regarded as highly adequate (M = 3.51), and the overall research culture was found to motivate scholarly engagement to a great extent (M = 3.55). These results indicate that the institution provides a supportive academic environment that enhances students’ inquiry competencies, critical thinking, and engagement in research-related activities. Despite these positive outcomes, areas such as sustained intellectual curiosity, explicit modeling of research processes, and long-term scholarly engagement beyond course requirements remain areas for further enhancement. The study contributes to the discourse on research culture in teacher education by providing empirical evidence that informs institutional practices. It recommends the development of a comprehensive research capacity-building framework to strengthen inquiry-based learning and cultivate a sustained culture of evidence-based practice among future educators.

Keywords: Inquiry-based learning, institutional support, research culture, scholarly engagement, teacher education.

*Corresponding author/ Email: jc.alvero@sanpablocolleges.edu.ph
DOI: http://doi.org/10.69651/PIJHSS0502925

Recommended citation:
Alvero, J. C. M., & Makatangay, M. L. E. (2026). Scientia in the Research Culture: Strengthening Inquiry-Based Learning Among Education Students. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 551-566. http://doi.org/10.69651/PIJHSS0502925

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