The Development of Learning Activities Using the Integrated Teaching Techniques of the 5E Inquiry Approach with Graphic Organizes on The Sukhothai Kingdom for Matthayom Suksa 1 Students

Abstract

This research aimed to 1) develop learning activities using the integrated teaching techniques of the 5E inquiry approach with graphic organizes on the Sukhothai Kingdom with the goal of achieving effectiveness according to the 80/80 criteria, 2) compare the learning outcomes between pre-learning and post-learning who underwent inquiry-based learning (5E) combined with graphic organizer techniques, 3) compare the analytical thinking abilities between pre- learning and post-learning who underwent inquiry-based learning (5E) combined with graphic organizer techniques, and 4) investigate the satisfaction of students towards inquiry-based learning activities (5E) combined with graphic organizer techniques. The sample group consisted of 37 secondary students in Matthayom Suksa 1 from Chiang Yuen Pittayakom School, Maha Sarakham Province. The sample group was selected through random sampling technique. The research tools included: 1) plans for inquiry-based learning activities (5E) combined with graphic organizer techniques, 2) an academic achievement test, 3) the analytical thinking ability questions, 4) a satisfaction questionnaire for students regarding the inquiry-based learning activities (5E). Statistical analysis consisted of mean (), standard deviation (SD), and hypothesis testing using the dependent samples t-test. The research findings indicated that 1) the development and analysis of the effectiveness of inquiry-based learning activities (5E) combined with graphic organizer techniques on the topic of the development of the Sukhothai Kingdom was determined to be 85.08/83.69, 2) the learning outcomes showed significantly higher post-learning efficiency compared to pre-learning, with statistical significance at the .05 level, 3) the analytical thinking abilities were significantly higher than before with statistical significance at the .05 level, and 4) the satisfaction among secondary students in Matthayom Suksa 1 toward the organization of inquiry-based learning activities (5E) combined with graphic organizer techniques was the highest level overall.