Development of Learning Achievement in Science through Board Games Integrated with the 5E Inquiry-Based Learning Approach on the Topic of Heredity of Living Things for Grade 5 Students

Abstract

The purposes of this research were: 1) to develop a set of learning activities using board games integrated with the 5Es inquiry-based learning model with an efficiency criterion of 70/70, 2) to improve students’ learning achievement in science through board games integrated with the 5Es inquiry-based learning model on the topic of characteristics of living organisms for Grade 5 students, and 3) to examine students’ satisfaction toward the learning management. The sample consisted of Grade 5 students divided into two groups, including a control group of 40 students and an experimental group of 42 students. The experimental group was taught using board games integrated with the 5Es inquiry-based learning model, while the control group was taught using conventional instruction. The research instruments included a set of learning activities using board games integrated with the 5Es inquiry-based learning model, three science lesson plans on the topic of characteristics of living organisms with three hours per lesson, a learning achievement test, and a satisfaction questionnaire. The data were analyzed using mean, standard deviation, and the dependent t-test. The results revealed that the set of learning activities using board games integrated with the 5Es inquiry-based learning model achieved an efficiency of 83.41/75.60 (E1/E2), meeting the specified criterion. The experimental group showed a significantly higher post-test mean score (𝑥̅ = 15.12, S.D. = 1.55) than the pre-test mean score (𝑥̅ = 10.00, S.D. = 1.31) at the .05 level of significance. In addition, the students’ overall satisfaction with the learning management was at the highest level (𝑥̅ = 4.67, S.D. = 0.45).