Developing Scientific Writing Skills through Inquiry-Based Learning for Third-Grade Students

Abstract

This study aimed to: (1) develop inquiry-based learning activities to achieve an efficiency criterion of 75/75; (2) compare the learning achievement on the topic of “Forces in Daily Life” students before and after learning through inquiry-based learning; and (3) compare the scientific writing skills of students taught through inquiry-based learning with the 75 percent criterion.This research employed a quasi-experimental design. The research instruments consisted of: (1) lesson plans based on inquiry-based learning on the topic of “Forces in Daily Life”; (2) a learning achievement test on the same topic; and (3) a scientific writing skills assessment. The sample group included 18 Grade 3 students from Ban Moom Mon School, selected by cluster random sampling from one classroom. The collected data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The efficiency of the learning activities (E1/E2) was calculated and compared with the 75/75 criterion. Hypothesis testing was conducted using a one-sample t-test and a dependent t-test.

The research findings revealed that:

1) the inquiry-based learning activities for third-grade students achieved an efficiency of 77.39/79.26, which met the specified criterion of 75/75.

2) the students’ learning achievement on the topic Forces in Daily Life after learning through inquiry-based learning activities (=23.78, S.D.=2.37) was significantly higher than before learning (=16.17, S.D.=1.92) at the .05 level of statistical significance.

3) the scientific writing skills of third-grade students after learning through inquiry-based learning were significantly higher than the 75 percent criterion at the .05 level (=142.67, S.D.=8.54).