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

Authors

  • Witsarut Emsomboon Faculty of Education, Chulalongkorn University
  • Wichai Sawekngam Faculty of Education, Chulalongkorn University

Keywords:

scientific reasoning, game-based inquiry learning

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.

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References

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Published

2022-06-30

How to Cite

Emsomboon, W., & Sawekngam, W. (2022). Effect of Using Game-Based Inquiry Learning Instruction on Scientific Reasoning Ability of Upper Secondary School Students. An Online Journal of Education, 17(2), OJED1702001 (15 pages). Retrieved from https://so01.tci-thaijo.org/index.php/OJED/article/view/256590