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This study aimed to enhance 7E instructional model by integrating interactive courseware in the enrichment of science inquiry skills in General Chemistry 1. A total of 136 Grade 12 learners enrolled in the Science, Technology, Engineering, and Mathematics (STEM) strand and two science teachers chosen purposively participated from two selected schools in the DepEd Schools, Division of Quezon, Philippines S.Y. 2019-2020. Questionnaires were adapted and modified to determine the causes of difficulties in the science inquiry skills enrichment and the acceptability level of the instructional material. Furthermore, pre/post-level inquiry skills test was developed, evaluated and validated. In Phase I, nature of topics, learning environment, learner-related and teacher-related issues were found to be causes of difficulty in science inquiry skill enrichment. The interactive courseware incorporated the topics perceived to be unclear by the learners,viz. matter and its properties; measurement; atoms, molecules and ions; stoichiometry and gases. Before the conduct of the study, the control and experimental groups were carefully matched using their pre-level inquiry skills scores and Grade 11 general average with p-values of 0.75 and 0.81, respectively, which are higher than 0.05 level of significance. Hence, the null hypothesis was accepted. Conversely, in terms of their post-level inquiry skills scores, the p-values obtained were 0.00 lower than 0.05 level of significance. Hence, the null hypothesis failed to be accepted. In Phase II, learners’ meaningful learning experiences during the process were encapsulated. Thus, in Phase III of the study an enhanced 7E’s teaching and learning model was crafted promoting inquiry-based and constructive learning with interactive courseware integration.

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