Publication:
Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

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Issued Date

2018

Resource Type

Conference Paper

File Type

application/pdf

ISSN

0094243X

DOI

10.1063/1.5019539

Other identifier(s)

2-s2.0-85041008057

Rights Holder(s)

Scopus

Bibliographic Citation

AIP Conference Proceedings. Vol 1923, (2018)

Suggested Citation

Sukji P., Wichaidit P.R., Wichaidit S. Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student. AIP Conference Proceedings. Vol 1923, (2018). doi:10.1063/1.5019539 Retrieved from: https://hdl.handle.net/20.500.14740/3738

Title

Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

Author(s)

Sukji P.
 Wichaidit P.R.
 Wichaidit S.

Abstract

The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of.05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of.05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context. © 2018 Author(s).

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URI

https://hdl.handle.net/20.500.14740/3738

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Scopus: Year 1983-2021

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