The Effects of Using 5E Inquiry-based Learning Combined with Cooperative Learning Using Group Investigation Technique in Topic of Processes of Change Within the Internal Earth on Science Learning Achievement and Systematic Thinking Ability of Grade 12 Students at Pramaesakolsongkroh School in Nonthaburi Province -

Abstract

This research aimed to: 1) compare the post-instruction science achievement in "Earth's Internal Processes" of Grade 12 students who received 5E inquiry-based learning combined with cooperative learning using group investigation technique against the 70% criterion, and 2) compare the systems thinking ability in "Earth's Internal Processes" of Grade 12 students who received 5E inquiry-based learning combined with cooperative learning using group investigation technique between pre-instruction and post-instruction. The study employed a one-group pretest-posttest experimental design. The population consisted of 160 Grade 12 students from 3 classrooms at Phra Mae Sakol Songkhroh School, Nonthaburi Province. The sample was one classroom of 50 students selected through cluster sampling in the second semester of academic year 2024. The research instruments included: 1) lesson plans based on 5E inquiry-based learning combined with cooperative learning using group investigation technique, 2) science achievement test, and 3) systems thinking ability test. Statistical analyses included mean, standard deviation, and t-test. The findings revealed that: 1) the post-instruction science achievement in Earth's Internal Processes of students who received 5E inquiry-based learning combined with cooperative learning using group investigation technique was significantly higher than the established 70% criterion at the .05 level of significance, and 2) the systems thinking ability of students who received 5E inquiry-based learning combined with cooperative learning using group investigation technique was significantly higher post-instruction than pre-instruction at the .05 level of significance.