The Development of Scientific Attitudes and Achievement Motivation of 6th Grade Students Based on the Concept of Inquiry-Based Learning and Reasoning Approach

Abstract

The purposes of this research were: 1) to develop scientific attitude and achievement motivation of students after employing inquiry-based learning and reasoning approach and 2) to compare scientific attitude abilities and achievement motivation of students between the experimental group of students taught by the inquiry-based learning and reasoning approach and the control group of students taught following the traditional approach. This research methodology was processed on quasi-experimental research with random assignment to determine the experimental group and the control group with 6^th grade students in Tessaban 3 (Pinitpittayanusorn) school, Muang Nakhon Phanom District, Nakhon Phanom Province in the second semester of academic year 2022, for class 1/1, and 1/2 of 33 and 30 students, respectively. The students were obtained using cluster random sampling method. In addition, the research instruments were composed of 1) 16 learning management plans was found overall of quality and appropriateness at a high level the mean scores of 4.37 (S.D.=0.49), 2) the 24-item Scientific Attitude Test had the item-total correlation between 0.42–0.53, and the reliability coefficient was at 0.87, and the 20-item achievement motivation Test had the item-total correlation between 0.38–0.56, and the reliability coefficient was at 0.86. Statistical analysis consisted of mean, standard deviation, Dependent sample         t-test, One-way MANOVA and Univariate test. The results showed that: 1) the experimental group of student learning management based on Inquiry-based learning and reasoning approach revealed posttest scores of scientific attitude and achievement motivation higher than before learning at the .05 level of significance, with pretest score of 39.85 and 35.12, and posttest score of 55.70 and 49.76, respectively, and 2) the experimental group of student learning management based on Inquiry-based learning and reasoning approach was revealed higher posttest of  scientific attitude and achievement motivation than  the control group of student learning traditional approach at the .05 level of significance with scientific attitude score of 55.70 and 53.30, and achievement motivation score of 49.76 and 47.67, respectively.