The Effects of Learning Management through Inquiry-Based Learning (7Es) with Question Level of Bloom's Taxonomy Affecting the Results Thai Subject of Grade 5 Students

Abstract

          The purpose of this research were to 1)compare the scholastic achievement in Thai subject of grade 5 students before and after using inquiry-based learning (7Es) with question level of Bloom's taxonomy 2) compare the scholastic achievement in Thai subject of grade 5 students after using inquiry-based learning (7Es) with question level of Bloom's taxonomy compared with the criteria of 70 percentage of the  full marks, and 3) study the students’ satisfaction on learning management for using Inquiry-Based Learning (7Es) with question level of Bloom's taxonomy.The sample used in this research consisted of 30 Grade 5 students  studying in  the second semester of academic year 2020, under Chiang Mai Primary Educational Service Area Office 6 randomized by multi-stage random sampling. The research instruments were 9 lesson plans at highly appropriate, the Thai achievements test with a reliability of 0.71, and the questionnaire of students’ satisfaction on learning management with a reliability of 0.92. Data were analyzed by descriptive statistics including percentage, means, and standard deviation, as well as by inferential statistical methods, including t-test for one sample.
          The research findings were as follows: 1) the Thai subject achievement of grade 5 students after using inquiry-based learning (7Es) with question level of Bloom's taxonomy was significantly higher than before studying at the .05 level. 2)the Thai subject achievement of grade 5 students after using inquiry-based learning (7Es) with question level of Bloom's taxonomy was significantly higher than the criterion of 70% of the full marks at the 0.05 level, and 3) the grade 5students' satisfaction through the inquiry-based learning (7Es) with question level of Bloom's taxonomy had the highest level.