The 21st century world is characterized by using numerous products of technology. Today’s generation of students, the “Gen Z generation” as they are commonly called, are exposed to the products and processes of technology such as smart phones, the internet and others. Thus, science teachers need to employ teaching strategies that use technology. The k-12 science curriculum is a learner centered inquiry-based approach in teaching where the teacher acts a facilitator of learning. However, there are still some teachers that use the traditional method of instruction because of the following reasons: lack of time, teacher beliefs, insufficient materials, lesser motivation, and crowded classrooms. These factors contribute to low achievement and low interest or attitude of students in science.
This action research used the experimental design to determine the effect of technology supported inquiry-based instruction on the students’ achievement and attitude towards science 10. The control group was taught using the traditional method while the experimental group was taught by using technology supported inquiry-based instruction. Both groups were given the same activities and exercises found in the learners’ material. The findings of this study showed that the experimental group performed better in the achievement test than the control group but there was no significant difference in their attitude towards science before and after the intervention. This study indicated that there was no correlation between the students’ attitude and achievement towards the subject. Thus, it can be concluded that technology supported inquiry-based instruction was effective in increasing students’ achievement in science.