The Effects of Learning Activities Using Inquiry Cycle (5Es) on Mathematical Problem Solving and Learning Achievement in Inequality of Mathayom Suksa 3 Students

Abstract

The objectives of this research were to 1) compare the ability to solve mathematical problems of Mathayom Suksa 3 students after learning from learning activities by using inquiry cycle (5Es) with 60 percent criteria and 2) compare the learning achievement in the iInequality of Mathayom Suksa 3 students after learning from learning activities using inquiry cycle (5Es) with 60 percent criteria. The population was 3 classrooms with 91 Mathayom Suksa 3 students who were studying in the second semester of the academic year 2018 at Pramochwittayaramintra School, Bang Khen District, Bangkok. The sample of 1 classroom with 25 students was selected by cluster random sampling technique. The research instruments consisted of mathematics lesson plans for inequality by using inquiry cycle (5Es), mathematics problem solving ability test and the achievement test of inequality. The statistics used for data analysis were mean, standard deviation and one sample t-test.

            The research findings were as follows: 1) Mathayom Suksa 3 students had higher ability to solve mathematics problems after learning from learning activities using inquiry cycle (5Es) than the 60 percent criteria at statistical significance level of .05. 2) Mathayom Suksa 3 students had higher learning achievement in the inequality after learning from learning activities using inquiry cycle (5Es) than the 60 percent criteria at statistical significance level of .05.