Developing Mathematical Problem-Solving Skills and Academic Achievement in Mathematics through 5E Inquiry-Based Learning Integrated with Exercises for Grade 6 Students

Abstract

The primary objective of this research was to enhance mathematical problem-solving skills and academic achievement among sixth-grade students through the implementation of the 5E inquiry-based learning model integrated with supplementary exercises. The study established a performance threshold requiring students to achieve a minimum score of 70% of the total marks, with at least 70% of the total student population passing this criterion. This study employed a quasi-experimental design, focusing on a target group of 17 sixth-grade students at Ban Huay Rae School, under the Khon Kaen Primary Educational Service Area Office 2, during the first semester of the 2025 academic year. The research instruments consisted of lesson plans, a mathematical problem-solving skills test, an academic achievement test, and skill-reinforcement exercises. Statistical analysis was conducted using percentages, means, standard deviations, and t-tests. The research findings are summarized as follows: 1. The 5E inquiry-based learning management combined with exercises effectively developed the mathematical problem-solving skills of the sixth-grade students. The results indicated that the students achieved scores of at least 70% of the total, with the number of students passing the criteria exceeding 70%, reaching statistical significance at the .05 level. 2. The implementation of the 5E inquiry-based learning model combined with exercises significantly improved mathematics academic achievement. Students met the 70% score threshold and the 70% passing rate criterion with statistical significance at the .05 level