A Structural Equation Model of Inquiry Learning for Mathayomsuksa 4 Students in Private Islamic Schools, Yala Province

Abstract

Objective 1) To develop and verify the validity of the structural equation model of factors affecting the inquiry learning for Mathayomsuksa 4 students and 2) to study the influence size of the structural equation model of factors affecting the inquiry learning for Mathayomsuksa 4 students.

Methodology This research involves quantitative analysis and focuses on a sample comprising 165 students currently enrolled in Mathayomsuksa 4 at the Private Islamic Schools in Yala Province. The sample was selected using the stratified sampling method. The data were gathered through a questionnaire consisting of three sections: 1) general information 2) self-assessment of inquiry learning characteristics; and 3) factors influencing inquiry learning characteristics, namely, personal, teacher-related, and environmental factors. The data analysis utilized descriptive statistics, correlation coefficients, and Structural Equation Model analysis (SEM).

Research finding 1) The model was consistent with empirical data considering the values = 68.17,     df = 52, = /df= 1.31, GFI = 0.94, AGFI=0.892 and RMR = 0.031. The model accounted for 95% of the variance in inquiry learning among Mathayomsuksa 4 students 2) The factors exerting the most substantial direct influence on the inquiry learning characteristics of MathayomSuksa 4 students in Private Islamic Schools were personal factors.

Contributions Regarding individuals, the research results reveal that aspirations for the future are a significant factor influencing the highest levels of inquiry learning characteristics among students. Therefore, parents, teachers and school administrators should foster students' self-worth and pride in their existing competencies. Concerning educators, stimulating analytical thinking processes emerges as a critical factor impacting the higher level of inquiry learning characteristics of students. Hence, educators should promote instructional activities that stimulate learners to enhance their analytical thinking skills. In terms of the learning environment, the research findings indicate that psychological aspects significantly affect the highest levels of inquiry learning characteristics among students. Hence, parents, teachers and school administrators should encourage students to maintain a positive mental state, view the world optimistically, and maintain a mindset conducive to continuous learning throughout their academic journey.