Effect of Using Game-Based Inquiry Learning Instruction on Scientific Reasoning Ability of Upper Secondary School Students

Abstract

The purposes of this research were 1) to compare students’ scientific reasoning abilities before and after using game-based inquiry learning, and 2) to investigate their scientific reasoning abilities while employing game-based inquiry learning. The participants in this study were 40 students studying in Matthayomsuksa 4 at the extra-large secondary school under the Secondary Educational Service Area Office Singburi, Angthong. The instruments used in this study were a scientific reasoning ability test, informal interviews, learning logs, lesson plans, and educational games. The data were analyzed using mean, standard deviation, t-test, and content analysis. The findings showed that 1) the scientific reasoning ability of the students was higher after being taught using game-based inquiry learning than before at the .05 level of significance, and 2) after employing game-based inquiry learning, the students showed improvement in the following categories: 1) determination and use of evidence at 24.80, 2) prediction at 20.48, 3) connecting relationships between evidence and conclusions at 28.03, and 4) making conclusions at 28.67.