A COMPARISON OF THE EFFECTS OF 5Es INQUIRY-BASED INSTRUCTION AND INDUCTIVE INSTRUCTION ON LEARNING ACHIEVEMENT AND RETENTION IN LEARNING THAI GRAMMAR OF GRADE 6 STUDENTS IN SCHOOLS UNDER NONTHABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

     This research aimed to 1) compare Thai Grammar learning achievement of Grade 6 students between the groups that learned from the 5E inquiry-based and inductive learning methods and 2) compare Thai Grammar learning retention of Grade 6 students between the groups that learned from the 5E inquiry-based and inductive learning methods. The research sample group consisted of Grade 6 students in two classrooms, containing 39 students for each, Anuban Nonthaburi School, obtained by multi-stage sampling.  The employed research tools were 1) learning management plans for the 5E inquiry-based learning, 2) learning management plans for the inductive method, and 3) a Thai Grammar learning achievement test. Statistics employed for data analysis were the mean, standard deviation, t-test, and reliability.

          The research findings revealed that:

1. The post-learning Thai Grammar learning achievement of the students who learned from the inductive method was significantly higher than the counterpart post-learning achievement of the students who learned from the 5E inquiry-based learning at the .05 level of statistical significance.


2. The post-learning Thai Grammar learning retention of the students who learned from the inductive method was significantly higher than the counterpart post-learning retention of the students who learned from the 5E inquiry-based instruction at the .05 level of statistical significance.