The effects of inquiry-based learning activities on the heterogeneous mixture separation on academic achievement and analytical thinking abilities of Grade-6 students
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Abstract
The purposes of this research were 1) to develop inquiry-based learning activities for grade-6 students to be effective according to the 85/85 criteria, 2) to compare academic achievement after learning activities, 3) to compare critical thinking, and 4) to study the satisfaction of 6th graders with inquiry-based learning activities on the separation of mixed substances. The sample group was grade-6 students in a school in Mahasarakham province. This study was in the first semester of 2022 academic year, selected amount 37 students from 1 class by cluster random sampling. Classroom was used as a random sampling unit in the amount of 1 classroom. The research applied the One group pretest-posttest design for the Pre-Experiment Design. The tools used in the research are as follows 1) inquiry-based learning plan 2) Achievement Test 3) Critical thinking ability test and 4) satisfaction assessments affecting learning activities. Statistics used to analyze the data include percentage, mean, standard deviation, and dependent sample t-test statistics. The results showed that 1) the lesson plans of inquiry-based learning activities had the efficiency, 85.69/83.21, 2) the students' mean score on the post-test achievement were higher than the pre-test mean score at the significant level of .05, 3) the student’s analytical thinking abilities after learned by the developed lesson plans was higher than before learning at the .05 level of statistically significant, and 4) satisfaction with inquiry-based learning activities had an average of 4.80, in the highest level of satisfaction.
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