Development of Learning Achievement and Retention in Learning Addition, Subtraction, Multiplication and Decimal by Using the Five-stepped Inquiry Process for Prathom Suksa Five Students

Abstract

The research aimed to 1) develop the learning plans on addition, subtraction, multiplication and decimal by using the five-stepped inquiry method for Prathom Suksa five students according to 80/80 criterion, 2) to compare the learning achievement before and after learning by using the five-stepped inquiry method, and 3) to explore the learning retention of the students under study. The samples were 20 Prathom Suksa five students of Ban Nahuaykaen School in Tan Sum district of Ubon Ratchathani in the second semester of the academic year 2015. They were derived by a cluster random sampling. The research instruments were lesson plans and achievement tests with a difficulty value ranging from .23 to .77, discrimination ranging from .22 to .73 and confidence value was equivalent to .93. The statistics used in data analysis were mean, standard deviation and t-test. The research findings were as follows: 1) The learning plan on addition, subtraction, multiplication and decimal by using the five-stepped inquiry method for Prathom Suksa five students had an efficiency equivalence to 81.68/81.17, 2) Learning achievement of the students who learned by using the five-stepped inquiry method was higher than before with a statistical significance of .05, and 3) Learning achievement of the students under study after two weeks and after a semester was different with no statistical significance of .05.