A Study of Mathematical Problem-Solving Ability and Academic Achievement through the 5E Inquiry-Based Learning Process for Primary 3 PPAO. Baan Nabon School.

Abstract

The purpose of this research was to study mathematical problem-solving ability and learning achievement resulting from the implementation of the 5E inquiry-based learning model. The target group consisted of 30 Grade 3 students from Ban Naban Provincial Administrative Organization School. The research instruments included five lesson plans based on the 5E inquiry-based learning model, a mathematical problem-solving ability test, and a mathematics achievement test comprising 10 subjective items. The difficulty indices (p) ranged from 0.52 to 0.73, and the discrimination indices (B) ranged from 0.27 to 0.64. The statistical methods used for data analysis included percentage, mean, standard deviation, and hypothesis testing using the one-sample t-test. The results of the study were as follows:

1. The students' learning achievement in mathematics on the topic "Multiplying Two-Digit Numbers by Two-Digit Numbers" through the 5E inquiry-based learning model reached 80.00%, which was significantly higher than the criterion of 70% at the .05 level of significance.


2. The students’ mathematical problem-solving ability on the same topic, as a result of the implementation of the 5E inquiry-based learning model, had an average score of 15.3, which was interpreted as a good level.