The Argument-Driven Inquiry Learning on Scientific Reasoning Ability and Learning Achievement of Grade 8 Students

Abstract

The purposes of this study were to 1) compare the scientific reasoning abilities of grade 8 students before and after 2) compare learning achievements in science with percentage of criteria at 70 and 3) study satisfaction towards the argument-driven inquiry learning. The participants were 40 students who studied in grade 8 class 4 semester 2, academic year 2022, Kaengkhrowittaya School using cluster random sampling technique. The research instruments used in this study consisted of 1) 9 learning management plans of 14 hours, 2) scientific reasoning ability test, which was a subjective test of 10 questions, 5-question pre-test, and 5-question post-test, 3) the achievement test, which was a 30-question multiple-choice test, and 4) 20 questions of satisfaction test with a 5-level estimation scale. The data were analyzed with the use of basic statistical methods, including percentage, mean (), standard deviation (S.D.), t-test dependent and one samples t-test.

The research findings were as follows: 1) the scientific reasoning abilities of grade 8 students after using the argument-driven inquiry learning were higher than before with the difference at the .05 level of significance 2) students’ learning achievement was at the average of 22.20 from total score of 30 reaching percentage of 74 higher than the criteria at 70 at 0.5 level of significance, and 3) grade 8 students were satisfied with the argument-driven inquiry learning with the highest level of satisfaction (=4.81,S.D.=0.40).