Inquiry-Based Learning Management Using the 5Es Model to Enhance Learning Achievement in Computer Science: Programming with Scratch for Grade 6 Students

Abstract

This study aimed to achieve the following objectives: 1) To evaluate the effectiveness of the 5Es inquiry-based learning management plan for enhancing learning achievement in Computational Science, specifically "Programming with Scratch" for Prathom 6 students an 80/80 criterion. 2) To assess the effectiveness index of the 5Es inquiry-based learning management for enhancing learning achievement in Computational Science, "Programming with Scratch" for Prathom 6 students, using the E-PLC process. 3) To compare the pre- and post-learning achievement of students learning with the 5Es inquiry-based learning management to enhance learning achievement in Computational Science, "Programming with Scratch" for Prathom 6 using the Wilcoxon signed-rank test (z-test). 4) To investigate student satisfaction with the 5Es inquiry-based learning management for enhancing learning achievement in Computational Science, "Programming with Scratch" for Prathom 6 students at Ban Thung Khae School, using the E-PLC process. The results of the study revealed the following: 1. The analysis of the effectiveness of the 5Es inquiry-based learning management plan for enhancing learning achievement in Computational Science, "Programming with Scratch" using the E-PLC process, showed a process effectiveness (E1) of 80.56% and an outcome effectiveness (E2) of 85.56%. This performance (E1/E2 = 80.56/85.56) exceeded the established 80/80 criterion. 2. The analysis of the effectiveness index (E.I.) of the 5Es inquiry-based learning activities for enhancing learning achievement in Computational Science, "Programming with Scratch" using the E-PLC process, indicated an overall learning effectiveness index of 0.6941, or 69.41%. This learning effectiveness index was higher than the set criterion. 3. The analysis comparing pre- and post-learning achievement of students using the 5Es inquiry-based learning management to enhance learning achievement in Computational Science, "Programming with Scratch" using the E-PLC process, showed that the overall pre-test score was 95 points ( = 15.83, = 1.47), representing 52.78%. The overall post-test score was 154 points ( = 25.67, = 1.86), representing 85.56%. A Z-test for hypothesis testing on the comparison of pre- and post-learning achievement revealed a calculated Z-value of 2.969 and a Sig value of 0.000296, which is less than the critical value. This indicates that post-learning achievement was significantly higher than pre-learning achievement at the statistical significance level of 0.01. 4. The overall student satisfaction with the 5Es inquiry-based learning management for enhancing learning achievement in Computational Science, "Programming with Scratch" for Prathom 6 students at Ban Thung Khae School, using the E-PLC process, was at the highest level.