Developing Instructional Management Skills through Inquiry-Based Learning for Mathematics Teachers at Nongkungsri Wittayakarn School, Kalasin Secondary Educational Service Area

Abstract

This research aimed to: (1) develop teachers’ knowledge and understanding of organizing learning activities using the inquiry-based learning approach; (2) enhance teachers’ skills in implementing such activities; (3) examine teachers’ satisfaction with the development of their instructional management skills; and (4) investigate students’ satisfaction with learning activities based on the inquiry-based approach. The study employed an action research methodology based on the concept of Stephen Kemmis and Robin McTaggart, consisting of two cycles, each including planning, action, observation, and reflection. The participants were eight mathematics teachers. The development strategies included workshops and instructional supervision. Research instruments comprised a knowledge test, lesson plan evaluation form, satisfaction questionnaires, observation forms, interview forms, skill assessment forms, supervision records, and meeting records. Data were analyzed using descriptive statistics.
The findings revealed that:
1. Teachers’ knowledge and understanding of inquiry-based learning significantly improved, with mean scores increasing from 34.38% to 77.50%, indicating that the workshops effectively enhanced their foundational knowledge.
2. Teachers’ instructional skills were at a good level, as they were able to design lesson plans and implement learning activities based on the inquiry process appropriately. Moreover, teachers who initially demonstrated moderate-level skills improved to a good level after receiving intensive supervision in the second cycle, reflecting continuous development through the action research process.
3. Teachers’ satisfaction with the development was at the highest level, as the process aligned well with their professional context and could be applied in practice.
4. Students’ satisfaction with the inquiry-based learning activities was at a high level, particularly in terms of active participation and the enhancement of analytical thinking skills.