ENHANCING LEARNING ACHIEVEMENT AND RETENTION THROUGH THE 7E INQUIRY-BASED LEARNING MODEL INTEGRATED WITH ROLE-PLAYING ACTIVITIES ON THE 2020 INTERNATIONAL COMMERCIAL TERMS (INCOTERMS 2020) AMONG UNDERGRADUATE STUDENTS

Abstract

This study aimed to 1) Compare students’ learning achievement before and after instruction on Incoterms 2020 using the 7E inquiry-based learning cycle integrated with role play, 2) Examine learning retention after the intervention, and 3) Investigate students’ satisfaction with the instructional process. An experimental research design was employed. The sample comprised second-year undergraduate students in the Business Management program (International Business and Logistics track), Faculty of Liberal Arts and Management Sciences, Prince of Songkla University, Surat Thani Campus. The research instruments included 1) Lesson plans based on the 7E inquiry-based learning cycle combined with role play, 2) An achievement test, and 3) A satisfaction questionnaire regarding the learning process. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics to test differences in the sample mean. The results indicated that 1) Post-instruction learning achievement was significantly higher than pre-instruction achievement at the .05 level, 2) Learning retention after instruction exceeded the predetermined criterion, and 3) Overall student satisfaction with the 7E inquiry-based learning cycle integrated with role play was at the highest level. Students reported high satisfaction across all dimensions, including completeness and currency of content ( = 4.72), increased learning engagement through the learning process ( = 4.74), attractiveness of instructional media ( = 4.75), assessment aligned with the stated criteria ( = 4.75), and the ability to apply knowledge to analyze international trade situations ( = 4.75), respectively.