The Study of Learning Achievements and Developmental Scores from Biology Subject of the Tenth Grade Students: The Comparison between the 5E Inquiry Learning Model and the Active Learning Model Employed in Cellular Respiration Topic

Abstract

The action study aims (1) to compare the learning achievements in Biology subject, in the topic of Cellular Respiration of the tenth grade students from  Kanaratbamrung Pathumthani School between the experimental groups using Active Learning Model and 5E Inquiry Learning Model and (2) compare the developmental scores from Biology subject, in the topic of Cellular Respiration of the tenth grade students from Kanaratbamrung Pathumthani School between the experimental groups one using Active Learning Model and the other, 5E Inquiry Learning Model. The sample of this study is the tenth grade students from two classrooms of Science-Mathematics major, Kanaratbamrung Pathumthani School, Muang District, Pathumthani province. The study was conducted in the first semester, Academic year 2017. The samples were selected by purposive sampling method. In addition, it is necessary to note that both classrooms were
under the responsibility of the researcher as a teacher. Four research instruments were (1) the lesson plans of Active Learning Model and 5E Inquiry Learning Model: 6 plans per each model, (2) Student and Teacher Behavioral Observation Form, (3) the Field Note designed to record any phenomenon that may occur during the in-class period and (4) the Learning Achievement Test. The results of the study are (1) the post-learning achievements of the tenth grade students showed that the experimental group using the 5E Inquiry Learning Model (Class 3 students) had higher scores than the experimental group using the Active Learning Model (Class 2 students). The results indicated the statistically significant difference (p < 0.05) and (2) the developmental scores of the tenth grade
students between the experimental group using the Active Learning Model (Class 2 students), while the experimental group using the 5E Inquiry Learning model (Class 3 students) showed no statistically significant difference (p > 0.05).