Development of Learning Achievement, Learning Progress, and Advanced Science Process Skills of Grade-9 Students through Inquiry-Based Learning with Virtual Experimental Media on the Topic of Waves and Light
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Abstract
This research aimed to (1) develop and evaluate the efficiency of virtual experimental media on the topic waves and light using Scratch, for Grade-9 students, based on the 80/80 criterion, (2) investigate students’ post-instruction learning achievement against a 70% benchmark, (3) compare students’ pre- and post-instruction achievement, (4) examine students’ learning progress, (5) evaluate students’ advanced scientific process skills, (6) explore the relationship between their learning achievement and the advanced science process skills, and (7) assess students’ satisfaction with the media. The samples included two groups, (1) 45 Grade-9 students for evaluating the media’s efficiency, and (2) 159 Grade-9 students for evaluating learning outcomes, selected via cluster sampling from Hatyaiwittayalai School, Songkhla Province. The research instruments included (1) virtual experimental media on the topic of waves and light, (2) inquiry-based learning lesson plans integrated with the media, (3) pre- and post-tests of learning achievement, (4) a science process skills assessment and (5) a student satisfaction questionnaire. Data were analyzed using mean, percentage, standard deviation, t-test for dependent samples, and Pearson’s correlation coefficient. The results revealed that (1) the developed virtual experimental media had an efficiency of 83.07/82.67, exceeding the 80/80 standard. (2) the students’ average post-test score was 24.23 out of 30, significantly exceeding the 70% benchmark (21 points) at the .05 significance level, (3) students’ post-test scores were significantly higher than their pre-test scores at the .05 significance level, (4) over 80% of students demonstrated moderate to high learning gains (gain = 0.62), (5) 77.36% of students achieved good to excellent levels of advanced science process skills, (6) students’ learning achievement was positively correlated with advanced science process skills (r = 0.774) at the .05 significance level and (7) students reported high levels of satisfaction with the media.
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