A Design and Development of Mathematics Learning Outcomes on Fractions Through the 5E Inquiry-Based Learning Model Integrated with Board Games for Grade 5 Students

Abstract

This research article aims to: (1) designing a mathematics learning management approach for teaching fractions to Grade 5 students using the 5E inquiry-based learning model integrated with board games and (2) compare students’ learning outcomes before and after participating in the instructional activities based on the 5E model and board games. This research adopts a quantitative approach using a one-group pretest-posttest format. The conceptual framework was grounded in the 5E inquiry-based learning model and constructivist learning theory. The sample consisted of 32 Grade 5 students enrolled in the first semester of the 2025 academic year at Ruammitwitthaya School, under the juriSD iction of the Buriram Primary Educational Service Area Office 1. Participants were selected through simple random sampling. Research instruments included: (1) ten instructional activity plans, (2) a board game on fractions, and (3) pretest and posttest assessments of learning achievement. Data analysis utilized basic statistics, mean and standard deviation, and inferential statistics, specifically paired-sample t-tests.

          The findings revealed that: (1) lesson plan for Mathematics activities on fractions using the 5E inquiry-based model integrated with board games were rated as highly appropriate and (2) students’ post-learning achievement scores were significantly higher than their pre-learning scores at the 0.05 level of statistical significance. The knowledge gained from this study suggests that integrating inquiry based learning activities with board games can effectively enhance mathematics learning achievement, particularly in the topic of fractions.