FACTORS INFLUENCING TEACHING PERFORMANCE IN HONGQI MIDDLE SCHOOL: AN APPLICATION OF INQUIRY-BASED TEACHING MODE IN CLASSROOM TEACHING
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บทคัดย่อ
This research aims to study the level of inquiry-based teaching in the classroom and to compare inquiry-based teaching in the classroom classified by personal factors. The population of teachers in junior middle school is 71. The sample consisted of 60 teachers at Hongqi Middle School and used a simple random sampling method. Data was collected through a questionnaire, and data analysis was performed using descriptive statistics, including frequency, percentage, mean, and standard deviation. And hypothesis testing used a t-test and an F-test at a statistical significance level of.05.
The results showed that:
Personal attribute factors such as age and operational experience can influence teaching performance using inquiry-based teaching differently. It affects inquiry-based teaching in the classroom in the field of opening to learning differently at the statistically significant .01 and .00 levels, respectively. Respondents aged 21–30 years old had different opinions on inquiry-based teaching in the classroom compared to respondents aged between 31–40 and 41–50 years old. In terms of operational experience, respondents with a long time to work can have different opinions on inquiry-based teaching in the classroom. Respondents with working experience under 5 years will be different from those with 5–10 years and more than 10 years or more.
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