Effect of 5E Inquiry-based Learning Combined with the Think-Talk-Write Technique to Enhance Mathematical Problem-solving Ability and Mathematics Learning Achievement of Ninth-grade Students

Abstract

Background and Aims: Problem-solving ability is crucial for learning mathematics, as it serves as a fundamental skill that not only helps learners understand mathematical concepts but also enables them to apply these skills to real-life problem-solving. Therefore, mathematics instruction aims to enhance students' learning achievement and mathematical problem-solving ability. Teachers must adjust their teaching methods and instructional approaches accordingly. This study explores the use of the 5E inquiry-based learning combined with the Think-Talk-Write technique to promote the mathematical problem-solving ability of ninth-grade students and to improve their learning achievement. The research objectives are as follows: 1) to compare the mathematical problem-solving ability of ninth-grade students after receiving the 5E inquiry-based learning combined with the Think-Talk-Write technique with a criterion of 70 percent of the full score; and 2) to compare the mathematics learning achievement of ninth-grade students after receiving the 5E inquiry-based learning combined with the Think-Talk-Write technique with a criterion of 70 percent of the full score.

Methodology: This study is a pre-experimental research design employing a one-group posttest-only design. Data were collected after the learning intervention using a mathematical problem-solving ability test and a mathematics achievement test. The sample group consisted of 33 ninth-grade students from room 7 at Wiangjedeewittaya School, under the Secondary Educational Service Area Office, Lampang-Lamphun, who were enrolled in the second semester of the 2024 academic year. The research instruments included: 1) seven lesson plans for mathematics instruction using the 5E inquiry-based learning combined with the Think-Talk-Write technique, with each lesson lasting two hours, totaling 14 hours; 2) a four-item subjective test to assess mathematical problem-solving ability; and 3) a 30-item multiple-choice mathematics achievement test. Data were analyzed using the mean, standard deviation, and a one-sample t-test.

Results: 1) The mathematical problem-solving ability of ninth-grade students after receiving instruction through the 5E inquiry-based learning combined with the Think-Talk-Write technique had an average score of 39.15 points, accounting for 81.56 percent, which was higher than the specified criterion of 70 percent. This score was significantly higher than the predetermined criterion at the .05 level. 2) The mathematics learning achievement of ninth-grade students after receiving instruction through the 5E inquiry-based learning combined with the Think-Talk-Write technique had an average score of 25.36 points, accounting for 84.53 percent, which was higher than the specified criterion of 70. This score was significantly higher than the predetermined criterion at the .05 level.

Conclusion: Based on the research findings, which indicate that ninth-grade students achieved an average score in mathematical problem-solving ability and mathematics learning achievement significantly higher than the predetermined criterion of 70 percent at the .05 level, it can be concluded that the 5E inquiry-based learning combined with the Think-Talk-Write technique is an effective instructional method for enhancing students' learning achievement and problem-solving skills in mathematics. These findings provide valuable insights for mathematics educators, curriculum developers, and researchers in improving instructional strategies and fostering students’ mathematical problem-solving abilities.