The Effects of Science Instruction Using the Argument - Driven Inquiry Model on Science Learning Achievement and Learning Retention of 9th Grade Student
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Abstract
The purposes of this quasi-experimental research were (1) to compare a learning achievement in science of Matthayom-3 students before and after being taught the subject through an argumentdriven inquiry instructional model, and (2) to study the retention of the learned subject among the Matthayom-3 students after learning it through the argument-driven inquiry instructional
model.The samples of this research were 40 Matthayom-3 students from the Demonstration
School of Ramkhamhaeng University.The students were in their 1st semester of the 2017 academic
year. The tools in this research consisted of a test measuring academic achievement in science which the difficulty level, discrimination level, reliability interval level, was 0.53-0.65, 0.44-0.88,
and 0.89 respectively and a lesson plan for science teaching through an argument-driven inquiry
instructional model.The data were analyzed in terms of mean, percentage, standard deviation,
and dependent t-test. Findings are as follows: 1) The students’ average score after being taught
through the argument-driven inquiry instructional model was higher than their average score before the argument-driven inquiry learning, with the statistical significance at the .05 level. 2) The students’ average score of a test taken immediately after the argument-driven inquiry
learning and the average score of a test taken after a 2-week waiting period showed no difference. In other words, there was found to be a learning retention in students who learned the subject through the argument-driven inquiry instructional model.
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