DEVELOPMENT OF AN INQUIRY-BASED LEARNING (5ES) AND VISUAL THINKING TECHNIQUE FOR LEARNING ACTIVITIES TO ENHANCE LEARNING ACHIEVEMENT AND SCIENTIFIC COMMUNICATION SKILL FOR MATTAYOMSUKSA 4 STUDENTS

Abstract

This research article aims to 1) develop inquiry-based learning activities (5E) integrated with visual thinking techniques in biology for Mathayom 4 students, 2) compare the academic achievement of Mathayom 4 students before and after engaging in these inquiry-based learning activities (5E) combined with visual thinking techniques, and 3) assess the science communication skills of Mathayom 4 students before and after participating in the aforementioned learning activities. The research sample comprises Grade 10 students in the second semester of the 2024 academic year at Chiang Rai Municipality School 6, encompassing six classrooms: 4.5, 4.6, 4.7, 4.8, 4.9, and 4.10, totaling 226 students selected through cluster random sampling.  The statistical methods employed in this research included mean, standard deviation, and Dependent Samples t-test.

The research findings indicate that 1) the inquiry-based learning activity plan (5E) integrated with visual thinking techniques was deemed most effective for enhancing academic achievement and science communication skills among Grade 10 students. 2) The average academic achievement scores of students significantly increased after the learning intervention compared to before, with statistical significance at the .01 level. 3) Similarly, the average scores for students' science communication skills also showed a significant increase post-learning, with statistical significance at the .01 level.