THE EFFECT OF BLENDED LEARNING TOGETHER WITH INQUIRY-BASED (5ES) INCLUDING C-MAPS IN THE LEARNING UNIT OF WORK AND ENERGY OF MATHAYOMSUKSA 4 STUDENTS.

Abstract

This research purposed to 1) develop lesson plans based on blended learning together with inquiry-based learning (5Es) including C-Maps in the learning unit of work and energy of Matthayomsuksa 4 students, 2) compare learning achievement in the learning unit of work and energy before and after learning through blended learning together with inquiry-based learning (5Es) including C-Maps, and 3) compare the analytical ability before and after learning through blended learning together with inquiry-based  learning (5Es) including C-Maps. The samples were 31 students at Nangdaet Wongchomphu Wittaya Ratchamangkalapisek School under Chaiyaphum Secondary Educational Service Area in the second semester, the academic year 2021, obtained by cluster random sampling. The research instruments were the lesson plans based on blended learning together with inquiry-based (5Es) including C-maps, learning achievement test in the learning unit of work and energy of Matthayomsuksa 4 students and analytical thinking assessment form. The data were analyzed using percentage, mean, standard deviation and the hypothesis was tested by t-test. The research results revealed as follows: 1) The lesson plans based on blended learning together with inquiry-based learning (5Es) including  C-maps in the learning unit of work and energy of Matthayomsuksa 4 students, conducted by the researcher, had the quality at a very appropriate level; 2) The students who learned through blended learning together with inquiry-based learning (5Es) including C-maps in the learning unit of work and energy of Matthayomsuksa 4 students had the learning achievement scores higher than before learning; 3) The students who learned through blended learning together with inquiry-based learning (5Es) including C-maps in the learning unit of work and energy of Matthayomsuksa 4 students, had the scores on analytical thinking higher than before learning at the statistically significant level of .01.