The Development of Problem-Solving Skills Through the Inquiry-Based Learning (5E) Integrated with Board Game of Fifty-Year Primary Students

Abstract

The objectives of this research were: 1) to compare problem-solving skills before and after implementing inquiry-based learning (5E) with board games for fifth-grade students, 2) to compare problem-solving skills between students taught using inquiry-based learning (5E) with board games and those taught using only inquiry-based learning (5E), and 3) to study students' satisfaction with inquiry-based learning (5E) with board games. The population consisted of 180 fifth-grade students at Muslim Santitham Foundation School in the second semester of the 2024 academic year. The sample group included fifth-grade students selected through cluster random sampling by drawing lots. Class 5/4, consisting of 34 students, served as the control group, while Class 5/2, consisting of 34 students, served as the experimental group. The research instruments were: 1) learning management plans using inquiry-based learning (5E) with board games, 2) learning management plans using inquiry-based learning (5E), 3) a problem-solving skills assessment, and 4) a student satisfaction questionnaire regarding inquiry-based learning (5E) with board games. The statistics used for data analysis were mean, standard deviation, and hypothesis testing using independent t-test. The research findings revealed that: 1) problem-solving skills significantly improved after implementing 5E with board games (p<.01), 2) students taught using 5E with board games demonstrated significantly higher problem-solving skills than those taught using 5E alone (p<.01), and 3) student satisfaction with 5E learning with board games was at the highest level.