Effects of 5E Inquiry Model with SSCS Technique on Chemistry Problem Solving Ability and the Learning Achievement Entitled Stoichiometry of the Tenth Grade Students

Abstract

The purposes of this research were to: (1) compare the students’ pretest and post-test results on the problem-solving ability in chemistry by using the 5E inquiry model with the SSCS technique as the criteria of 60 percent, and (2) compare the students’ pretest and posttest learning achievement results by using the model and the technique. The samples of the research consisted of 25, tenth-grade students who studied at Nongmaikaen Wittaya School. The samples for the research used cluster sampling. The research instruments consisted of (1) lesson plans, (2) Chemistry problem-solving ability tests, and (3) learning achievement tests.
The research used a Dependent Samples t-test and a One-Sample t-test.

              The results of the research were as follows:  1) After learning the model and the technique, the Chemistry problem-solving ability of the students’ post-test scores were higher than their pretest scores at the significance level of .05 but it was similar to the criteria as 60 percent. 2) The students’ learning achievement post-test scores were higher than their pretest scores at the significance level of .05, but it was lower than the criteria at a similar level.