The Effects of 5E Inquiry-Based Learning Management Combined with MERGE EDU Games on Learning Achievement in the Plant Responses Unit for Secondary Grade 4 Science Students

Abstract

The purposes of this study were to 1) compare the learning achievement of Matthayom 4 students in the unit on plant responses before and after learning using the 5E inquiry-based learning model combined with the MERGE EDU game, and 2) study the satisfaction of Matthayom 4 students towards the 5E inquiry-based learning model combined with the MERGE EDU game. The sample consisted of 30 students from Matthayom 4/1 at Sarasas Witaed Thonburi School, selected using cluster sampling. The research instruments included a 5E inquiry-based learning plan combined with the MERGE EDU game, an achievement test, and a satisfaction questionnaire. The statistical methods used for data analysis were mean, standard deviation, and dependent t-test.

          The research findings indicate that 1) students who received the 5E inquiry-based learning approach combined with the MERGE EDU game had post-learning academic achievement scores (M = 15.47, S.D. = 7.12) significantly higher than their pre-learning scores (M = 12.20, S.D. = 7.47) at the .05 level, and 2) students were very satisfied with the overall 5E inquiry-based learning approach combined with the MERGE EDU game (M = 3.82, S.D. = 0.71)