PROJECT MANAGEMENT OF INQUIRY-BASED LEARNING (5Es) FOR THE DEVELOPMENT OF HYPOTHESIS SKILLS AND DEFINING OPERATIOANLLY SKILLS OF MATHAYOMSUKSA 1 AT BANLATWITTAYA SCHOOL, PHETCHABURI PROVINCE

Abstract

The purposes of this research were to; project management of Inquiry-Based Learning (5Es) for the development of hypothesis skills and defining operationally skills of Mathayomsuksa 1 at Banlatwittaya School, Phetchaburi Province, consisting of 1)Initiating process 2)Organizing process 3)Executing process and 4)Evaluation process. The study aimcd at a group of 6 science teachers and 79 Mathayomsuksa 1 students in the second semester of the 2021 academic year at Banlatwittaya school, Phetchaburi province. The research instruments consisted of the semi-structured interview form, the learning management plan, the learning management assessment form and the pre-post test. The statistics used were mean, standard deviation, wilcoxon signed ranks test and t-test.  The research results were found that 1)Initiation of the project, it was found that the components of the project were goals, project steps, budget and time spent. Which the science teachers created together. 2)Organization and preparation. It was found that there were 5 plans for the inquiry-based learning plan for developing hypothesis skills and defining operational definitions, totaling 15 hours, and a pre-post test with 20 items. Choose 4 options, which science teachers create together. 3) The project implementation found that the comparison of the average scores of the first and second learning management according to the science teacher's learning management plan was significantly different at the .05 level.            4) Assessment of the project found that the average scores of students before and after learning differentiated by skill were statistically significant at the .01 level.