Comparison of Learning Achievements in Physical Science Development on Dry Evaporation between Inquiry-Based Learning Management (5e) and Traditional Learning of Mathayomsuksa 2 Students at Samakkeesuksa School

Abstract

This objective of this research were: (1) to study students? learning gains; (2) to compare Learning Achievements between inquiry-based learning (5E) and traditional learning; and (3) to compare students?satisfaction with the Inquiry-Based Learning Management (5E) and the traditional learning management. The first group was an experimental group, consisting of 32 students in Mathayomsuksa 2/1 who received Inquiry-Based Learning Management (5E). The second group was a control group, consisting of 30 students in grade 2/2 who received normal learning management. The research instruments included: (1) Physical Science development lesson on Dry Evaporation; (2) Inquiry-Based Learning Management plan (5E); (3) normal learning plan; (4) Achievement test; and (5) satisfaction questionnaire. Statistics used in data analysis were percentage, mean, and standard deviation. Learning progress Normalized Gain(<g>)and Independent t-test.

The results of research were found: (1) Mathayomsuksa 2 students who received Inquiry-Based Learning Management (5E) had progress in the Physical Science development on evaporation with learning progress scores. Is at a high level (High Gain) <g> equal to 0.77 (<g> ? 0.7 = High gain); (2) Mathayomsuksa 2 students who received Inquiry-Based Learning management (5E) on Dry Evaporation had higher learning achievement in Physical Science development than students who received traditional learning management with statistically significant at the .01 level; and (3) Mathayomsuksa 2 students receiving Inquiry-Based Learning management (5E) on Dry Evaporation. They were more satisfied than students who received traditional learning arrangements with statistically significant at the .01 level.