Developing a Learning Unit Using Inquiry-Based and Community-Based Learning to Enhance the Scientific Reasoning Ability of Grade 5 Students

Abstract

This research aimed to: 1) develop a learning unit to enhance scientific reasoning ability; 2) compare students’ scientific reasoning ability against a 70% criterion of the total score; 3) compare learning achievement before and after learning with the unit; and 4) evaluate student satisfaction with the learning unit. The sample consisted of 28 Grade 5 students from Bannakai School during the first semester of the 2025 academic year, selected using cluster random sampling. The research tools included: 1) a learning unit on the topic of “Bua Ban Chan (Lotus from local areas)” with an overall mean score of 4.65; 2) a scientific reasoning ability test (item difficulty: 0.27–0.77, discrimination index: 0.23–0.54, IOC: 0.80–1.00); 3) an achievement test (item difficulty: 0.20–0.75, discrimination index: 0.21–0.58, IOC: 0.80–1.00); and 4) a student satisfaction questionnaire (IOC: 0.80–1.00). The process of developing the learning unit on “Bua Ban Chan” was divided into three steps: 1) creating the learning unit, 2) implementing the learning unit, and                   3) evaluating the learning unit. The research findings were as follows: 1) The learning unit developed based on the concepts of inquiry-based and community-based learning consisted of seven elements: 1) name of the learning unit, 2 ) learning standards, 3) core content, 4) objectives, 5) learning process, 6) tasks, and 7) measurement and evaluation. The overall suitability evaluated by experts was at the highest level. 2) Students’ scientific reasoning ability after learning with the unit was significantly higher than the 70% criterion at the .05 level. 3) Students’ learning achievement after the intervention was significantly higher than before learning at the .05 level. 4) Students' satisfaction with the learning unit was at a high level.