The Effects of 5Es Inquiry-Based Learning with Metaverse on Sound Topic on Analytical Thinking Ability and Learning Achievement in Science for Grade 5 Students

Abstract

This research aimed to 1) compare analytical thinking abilities of Grade 5 students before and after learning, 2) compare learning achievement of students before and after learning, and 3) study students’ satisfaction toward inquiry-based learning (5Es) with Metaverse. The target group consisted of 38 Grade 5 students (Unit E2/1) from Khon Kaen University Demonstration Elementary School, during the first semester of the 2024 academic year. Research instruments included: 1) five lesson plans on “Sound” using inquiry-based learning (5Es) focusing on analytical thinking, 2) learning materials on “Sound” on the Metaverse, 3) an analytical thinking ability test, 4) a learning achievement test, and 5) a satisfaction questionnaire. Data were analyzed by comparing pre-test and post-test results using t-test for dependent samples, while satisfaction was analyzed using mean scores. The results revealed that: 1) Students who learned through inquiry-based learning (5Es) with Metaverse demonstrated significantly higher analytical thinking abilities after learning at the .01 level. Before learning, 23.68% of students passed the criteria, increasing to 84.21% after learning. 2) Students’ learning achievement significantly increased after learning at the .01 level, with mean scores increasing from 16.87 before learning to 19.76 after learning. 3) Students’ satisfaction toward the learning management was at the highest level (85.68%).