Learning Outcomes of Project-Based and Inquiry-Based Learning Activities.

By Mookdaporn Panasan, P. Nuangchalerm. 2010

137 citations recorded by the source corpus.

Problem statement: Organization of science learning activities is nec essary to rely on various methods of organization of learning and to be appropriate to learners. Organization of project - based learning activities and inquiry-based learnin g activities are teaching methods which can help students understand scientific knowledge. It would be more efficient. This study aimed to compare learning achievement, science process skills and an alytical thinking of fifth grade students who learn ed by using organization of project-based and inquiry- based learning activities. Approach: The sample used in the study consisted of 88 fifth grade stude nts, 2 selected classrooms at Muang Nakhon Ratchasima School, under the Office of Nakhon Ratchasima Educational Service Area Zone 1 in the first semester of the academic year 2008, obtained cluster random sampling technique. Students were divided into 2 groups, 44 students each. The resear ch instruments used in the study were lesson plans for organization of project-based and inquiry-based learning activities, 8 plans each; a 30-item 4- choice science learning achievement test with discr iminating powers ranging 0.28-0.46 and a reliabilit y of 0.86; a 20-item 4-choice science process skill t est with difficulties (P) ranging 0.36-0.68, discriminating powers ranging 0.38-0.72 and a relia bility of 0.82 and a 20-item 4-choice analytical thinking test with difficulties (P) ranging 0.44-0. 67, discriminating powers ranging 0.32-0.81 and a reliability 0.76. Hotelling T 2 was employed for testing hypotheses. Results: The plans for organization of project-based and inquiry-based learning activit ies in the science learning had efficiencies 89.05/78.79 of project-based learning and 87.58/78. 64 of inquiry-based learning in respectively. The plans for organization of project-based and inquiry -based learning activities had effectiveness indice s 0.6774 of project-based learning and 0.6781of inqui ry-based learning in respectively. Students who learned using the plans for organization of project -based learning activities and those who learned using the plans for organization of inquiry-based l earning activities did not have different learning achievement, science process skills and analytical thinking (p>0.05). Conclusion: In conclusion, the plans for organization of project-based and inquiry -based learning activities were appropriately efficient and effective. The students in 2 groups d id not show different learning achievement, science process skills and analytical thinking. Therefore, science teachers could implement both of these teaching methods in organization of activities as a ppropriate for learners to achieve in the future.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/c43c8b20069ed6011edaec6332b44bbc579fdd03