The Effects of Inquiry Learning Cycle (7E) with Role Play Instructional Strategy for Improving Creativity and Biology Learning Achievement of 10Th Grade Students

Abstract

This study aimed to: (1) compare students’ creativity before and after learning through the 7E Inquiry Cycle Learning Model combined with role-playing activities in an online radio drama format, comparing the results with the 70 percent criterion, and (2) compare students’ biology learning achievement before and after the intervention, comparing the results with the 70 percent criterion. The study employed a quasi-experimental research design using a one-group pretest–posttest design. The sample consisted of 40 Grade 10 students from Assumption Rayong School during the second semester of the 2023 academic year, selected through cluster random sampling. The research instruments included three lesson plans, a creativity assessment with item-objective congruence indices ranging from 0.80 to 1.00, difficulty indices ranging from 0.30 to 0.80, discrimination indices ranging from 0.28 to 0.68, and a reliability coefficient of 0.99, and a biology achievement test with IOC indices ranging from 0.80 to 1.00, difficulty indices ranging from 0.21 to 0.64, discrimination indices ranging from 0.35 to 0.75, and a reliability coefficient of 0.97. Data were analyzed using mean, standard deviation, and t-test statistics.

The findings were as follows:
 
(1) The students’ creative thinking after the learning activities was significantly higher than before learning at the .01 level. The mean pretest score was 15.08 with a standard deviation of 2.13, while the mean posttest score was 27.63 with a standard deviation of 2.22. When compared with the 70 percent criterion, the posttest scores were significantly higher at the .01 level. In terms of qualitative interpretation, students’ creative thinking was at a very good level, with an average percentage score of 86.33.
 
(2) The students’ learning achievement after the learning activities was significantly higher than before learning at the .01 level. The mean pretest score was 15.05 with a standard deviation of 2.55, while the mean posttest score was 27.13 with a standard deviation of 4.42. When compared with the 70 percent criterion, the posttest scores were significantly higher at the .01 level.