The Development of Learning Achievement through the 5E Knowledge Inquiry Model on the Course ‘Buddhism’ of the Fifth Year Secondary School Students in Kaen Nakhon Wittayalai School

Abstract

This research aims to: 1) examine the current state of learning management in Buddhist Studies, 2) compare the learning achievement in Buddhist Studies before and after applying the 5E inquiry-based learning model, and 3) study the students’ satisfaction with the 5E inquiry-based learning model in Buddhist Studies. This is a quantitative research study. The sample consists of 258 Grade 11 students from Kaennakhon Wittayalai School, selected through stratified random sampling. The research instruments include 5E inquiry-based learning lesson plans, a learning achievement test, and a satisfaction questionnaire. The statistics used for data analysis are the mean, standard deviation, and paired sample t-test.   
The research results found that:
1. The overall state of learning management in Buddhist Studies is rated at a high level in all aspects. Ranked by average score, the highest is assessment and evaluation ( = 4.97, S.D. = 0.18), followed by teaching methods ( = 4.89, S.D. = 0.46), learning activities ( = 4.89, S.D. = 0.30), and content ( = 4.81, S.D. = 0.61), respectively.
2. A comparison of learning achievement before and after implementing the 5E inquiry-based learning model reveals that post-test scores are significantly higher than pre-test scores at the 0.05 significance level.
3. The overall satisfaction of Grade 11 students at Kaennakhon Wittayalai School toward the 5E inquiry-based learning model in Buddhist Studies is at a high level in all aspects.