Problem - Based Learning and Direct Teaching Strategies and Investigative Thinking Skills in a Blended Learning Modality of Grade 7 Students

The study aimed to determine the effectiveness of the blended learning approach and the investigative thinking skills of the grade 7 students of Dr. Maria D. Pastrana National High School for the school year 201-2022. It attempted to identify the pre-and post-performance scores of the learners as to their investigative thinking skills in science in terms of observation, communication, classification, inferences, predictions, and conclusions. Furthermore, it aims to determine if there is a significant difference between the pre-test and post-test scores of the two groups of students as exposed to Problem-based Learning and direct teaching strategies. The study utilized the descriptive quantitative specifically quasi-experimental design. Two groups of Grade 7 students served as the respondents of the study which were selected through purposive sampling using their third-quarter grade in science as a basis. The result indicated that there is a significant difference between the pre-post performance scores of the two groups of students exposed to Problem-based Learning and direct teaching. Since there is a significant difference between the pre and pre-performance scores except for classification, inferences, and conclusions. The null hypothesis is partially sustained. Likewise, there is a significant difference between the post and post-performance scores except for conclusions. The null hypothesis is partially sustained.