Learning Outcomes of Project-Based and Inquiry-Based Learning Activities

Problem statement: Organization of science learning activities is appnecessary to rely on various methods of organization of learning and to be appropriate to learners. Organization of project-based learning activities and inquiry-based learning activities are teaching methods which can help students understand scientific knowledge. It would be more efficient. This study aimed to compare learning achievement, science process skills and analytical thinking of fifth grade students who learned by using organization of project-based and inquiry-based learning activities. Approach: The sample used in the study consisted of 88 fifth grade students, 2 selected classrooms at Muang Nakhon Ratchasima School, under the Office of Nakhon Ratchasima Educational Service Area Zone 1 in the first semester of the academic year 2008, obtained cluster random sampling technique. Students were divided into 2 groups, 44 students each. The research instruments used in the study were lesson plans for organization of project-based and inquiry-based learning activities, 8 plans each; a 30-item 4-choice science learning achievement test with discriminating powers ranging 0.28-0.46 and a reliability of 0.86; a 20-item 4-choice science process skill test with difficulties (P) ranging 0.36-0.68, discriminating powers ranging 0.38-0.72 and a reliability of 0.82 and a 20-item 4-choice analytical thinking test with difficulties (P) ranging 0.44-0.67, discriminating powers ranging 0.32-0.81 and a reliability 0.76. Hotelling T² was employed for testing hypotheses. Results: The plans for organization of project-based and inquiry-based learning activities in the science learning had efficiencies 89.05/78.79 of project-based learning and 87.58/78.64 of inquiry-based learning in respectively. The plans for organization of project-based and inquiry-based learning activities had effectiveness indices 0.6774 of project-based learning and 0.6781of inquiry-based learning in respectively. Students who learned using the plans for organization of project-based learning activities and those who learned using the plans for organization of inquiry-based learning activities did not have different learning achievement, science process skills and analytical thinking (p>0.05). Conclusion: In conclusion, the plans for organization of project-based and inquiry-based learning activities were appropriately efficient and effective. The students in 2 groups did not show different learning achievement, science process skills and analytical thinking. Therefore, science teachers could implement both of these teaching methods in organization of activities as appropriate for learners to achieve in the future.