The Effects of an Inquiry-Based Learning Model Emphasizing Self-Regulation (4P-SRI Model) on Mathematical Problem-Solving Ability and Learning Achievement in Mathematical Processes and Basic Financial Calculation for Diploma Students
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Abstract
This study employed a quasi-experimental research design. The purposes of this research were: 1) to compare students' mathematical problem-solving abilities in mathematical processes and basic financial computation before and after implementing the 4P-SRI Model; 2) to compare academic achievement and mathematical problem-solving abilities between the group taught using the 4P-SRI Model and the group taught through conventional instruction; and 3) to investigate the self-regulated learning skills of students taught via the 4P-SRI Model. The sample consisted of 60 associate degree students at Buriram Community College during the first semester of the 2025 academic year, spanning two classrooms. The sample was obtained through cluster random sampling, followed by a pre-test to ensure comparable prior knowledge between the two groups. Subsequently, simple random sampling was used to assign one class as the experimental group (n=30), which received instruction through the 4P-SRI Model, and the other as the control group (n=30), which received conventional instruction. The research instruments included: 1) lesson plans based on the 4P-SRI Model; 2) conventional lesson plans; 3) a mathematical problem-solving ability test (reliability = 0.89); 4) an academic achievement test (reliability = 0.92); and 5) a self-regulated learning skills assessment scale. Data were analyzed using descriptive statistics, including mean ($\bar{x}$) and standard deviation (S.D.), as well as inferential statistics, specifically the t-test for dependent samples and the t-test for independent samples. The results showed that 1. Students taught with the 4P-SRI Model had significantly higher post-test scores for mathematical problem-solving ability compared to their pre-test scores at the .05 level of significance. 2. The experimental group demonstrated significantly higher mathematical learning achievement and mathematical problem-solving ability than the control group at the .05 level of significance. 3. Students taught with the 4P-SRI Model exhibited self-regulated learning skills across all three aspects (metacognitive, motivational, and behavioral) at a "Very High" level.
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