Browsing by Subject "Inquiry-based learning method"
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    A comparative study of primary 4 students' academic achievement and perception on learning Chinese as a foreign language under inquiry-based learning method at an international school in Bangkok, Thailand
    (Bangkok : Assumption University Press, 2022) Sunantha Meesin ; Supit Karnjanapun
    The objective of conducting this comparative research was to determine students' academic achievement in learning Chinese while being instructed under the teaching methodology of inquiry-based learning method in learning Chinese as a foreign language at aninternational school in Bangkok. How has learning under the inquiry-based learning method increased students' academic achievement and sufficiency for Primary 4 students, which prepared them sufficiently to pass their HSK (Hanyu Shuiping Kaoshi) Chinese proficiency test at their respective Chinese levels? This study examined both the effectiveness of the learning methodology and students' perception of their academic performance to determine how inquiry-based learning methods work in learning a foreign language. A pre-test and post-test were given to Primary 4 students in a Chinese class. The research was conducted from May 2020 to June 2020 in Chinese class. The topic was in Unit 1, "Greeting," which emphasized classroom activity, friends, and family. The lessons were conducted for four weeks, with 3 hours of class per week lasting for a total duration of 60 minutes. The sample size of this study was 18 students being instructed under the inquiry-based learning method. Results indicated that the student's academic achievement and performance in the Chinese language have increased in percentage under the inquiry-based learning methodology. The findings showed that the inquiry-based learning method results in higher achievement in students' academic performance. Students' perception of learning Chinese under the inquiry-based learning method was effective. Therefore, the findings of the study indicated a significant difference in gains instructed under the inquiry-based learning method at a significance level of .05 found in this study. Students achieved higher when exposed to inquiry-based learning methods in learning Chinese as a foreign language.
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    A comparative study of Grade 6 science students' academic achievement under teacher-centered learning method and inquiry-based learning method at Panchasap School, Bangkok, Thailand
    (Bangkok : Assumption University, 2019) Shriya Gorowara ; Lynch, Richard
    The purpose of this study was to compare grade 6 science students’ academic achievement under two different teaching methods at Panchasap School, Bangkok, Thailand. The two methods were teacher-centered learning method and inquiry-based learning method. The research included five objectives. Objective one was to determine the students’ academic achievement under teacher-centered learning method in pre-test and post-test. Objective two was to determine if there was a significant difference between pre-test and post-test under teacher-centered method. Objective three was to determine students’ academic achievement under inquiry-based learning method in pre-test and post-test. Objective four was to determine if there was a significant difference between pre-test and post-test under inquiry-based learning method. Objective five was to determine if there was a significant difference in academic achievement in science between teacher-centered learning method and inquiry-based learning method. Two groups of Grade 6 students at Panchasap School, Bangkok, Thailand were used for this research study. The sample size of this study was 83 students where 42 students were under the teachercentered learning method and 41 students were under the inquiry-based learning method. The data were collected by using a pre-posttest. The pre-post test scores were analyzed by means, standard deviations, paired samples t-test and an independent samples t-test (two-tailed). The findings of the study indicated a significant difference between teacher-centered learning method and inquiry-based learning method at a significance level of .05. Students achieved higher when exposed to inquiry-based learning method.
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    A comparative study of Grade 8 science students’ academic achievement under teacher-centered learning method and Inquiry-based learning method at the demonstration school of Ramkhamhaeng University in Bangkok, Thailand
    ( 2021) Mohammadi, Negar ; Lynch, Richard
    The purpose of this study was to compare students’ academic achievement under two different teaching methods which were teacher-centered learning method and inquiry-based learning method. Two groups of Grade 8 students of The Demonstration School of Ramkhamhaeng University (DSRU), Bangkok, Thailand comprised the sample for this research. The study was conducted over a period of seven weeks from February 2019 to April 2019. The science achievement scores were analyzed by means, standard deviations, a paired sample t-test and an independent samples t-test (one-tailed). The findings of the study did not show a significant difference between teacher-centered learning method and inquiry-based learning method. Recommendations have been suggested for the school, teachers, students and future researchers.
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