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
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
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2019
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Bangkok : Assumption University
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eng
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12 pages
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Scholar: Human Sciences 11, 2 (July-December 2019), 153-164
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Abstract
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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