The Effects of Argument-driven Inquiry Instruction Approach on Learning Achievement in the Topic of Ecosystems and Biodiversity and Interpreting Data and Evidence Scientifically Competency of Grade 9 Students at Chanachanupatham School in Songkhla Provinc

Abstract

         The purposes of this research were to (1) compare learning achievement in the topic of ecosystem and biodiversity of grade 9 students before and after learning through the argument-driven inquiry instruction and (2) compare interpreting data and evidence scientifically competency of grade 9 students before and after learning through the argument-driven inquiry instruction.             
         The samples were 19 grade 9 students of Chanachanupatham School in Songkhla Province in academic year 2021 which obtained using purposive sampling technique. The research instruments were (1) argument-driven inquiry instruction plans in the topic of ecosystem and biodiversity, 5 plans, 18 hours, (2) a science achievement test in the topic of ecosystem and biodiversity and (3) interpreting data and evidence scientifically competency assessment form. The statistics used for analyzing were mean, standard deviation and sign test.        
         The research showed that: (1) the post-learning achievement in the topic of ecosystem and biodiversity of the students learning through the argument-driven inquiry instruction was higher than their pre-learning achievement at the .05 level of statistical significance and (2) the post-interpreting data and evidence scientifically competency of the students learning through the argument-driven inquiry instruction was higher than their pre-interpreting data and evidence scientifically competency at the .05 level of statistical significance.