Abstract

This study explored the impact of hands-on experimental learning on scientific inquiry skills and conceptual understanding among Grade 9 Science students at Natcak National High School, Asipulo, Ifugao. Employing classroom action research with a one-group pretest–posttest design, the study involved 30 students who participated in structured experimental activities. Data were analyzed using descriptive statistics and a paired-samples t-test. Results showed improvements in conceptual understanding, with mean scores increasing from 12.40 to 23.23. Scientific inquiry skills also demonstrated improvements in hypothesis formulation, experimentation, data interpretation, and conclusion development. These findings suggest that hands-on experimentation may support meaningful science learning.