Effects of 5E Inquiry-Based Learning Activities Integrated with Graphic Organizer Techniques on Learning Achievement and Creativity in the Human Body Systems Unit among Grade 8 Students

Abstract

This study aimed to: (1) determine the efficiency of learning activities based on the 5E inquiry-based learning model integrated with graphic organizer techniques in accordance with the 70/70 criterion; (2) compare Grade 8 students’ learning achievement in the Human Body Systems unit after instruction with the 70 percent criterion; and (3) compare students’ creativity after the instructional intervention with the 70 percent criterion. The sample consisted of 13 Grade 8 students from Rongkham Wittayanukun School under the Roi Et Primary Educational Service Area Office 1. The participants were selected through simple cluster sampling, with the school serving as the sampling unit. The research instruments included: (1) seven lesson plans developed based on the 5E inquiry-based learning model integrated with graphic organizer techniques, (2) a 40-item learning achievement test, and (3) a four-item creativity assessment form. The data were analyzed using mean, percentage, standard deviation, instructional efficiency analysis (E1/E2), and a paired-samples t-test.

The findings revealed that: (1) the developed learning activities demonstrated an overall efficiency of E1/E2 = 75.283/74.487, which met the established 70/70 criterion; (2) students’ post-instruction learning achievement was significantly higher than their pre-instruction achievement at the .05 level of statistical significance (M = 44.692, SD = 2.997, p < .001); and (3) the mean creativity score after instruction was 12.38 (SD = 3.91), indicating that students’ creativity met the established criterion following the implementation of the 5E inquiry-based learning activities integrated with graphic organizer techniques.