The Development of Systematic Thinking Skills through the Implementation of Inquiry-Based Learning using the 5E Instructional Model in the Subject of Health Development for First-Year Higher Vocational Certificate Students
Keywords:
Systematic Thinking Skills, Inquiry Process, Health Development, Vocational EducationAbstract
This research aims to compare students' systematic thinking skills before and after implementing the 5E inquiry process (Engage, Explore, Explain, Elaborate, Evaluate) in the Health Development course and to study student satisfaction toward inquiry-based learning management. This instructional approach fosters students' ability to think systematically and integrate knowledge independently. The sample group consisted of 45 first-year vocational certificate students at Phetchaburi College of Agriculture and Technology in the first semester of academic year 2023, selected through purposive sampling. Research instruments included a pretest-posttest knowledge assessment, student satisfaction questionnaire, and 5E lesson plans. Data collection was conducted over one semester. Data analysis employed paired t-test to compare pretest and posttest scores and descriptive statistics to assess student satisfaction levels.
The results showed that the posttest mean score (18.72) was significantly higher than the pretest mean score (12.35) (p < 0.001), indicating that the 5E inquiry-based learning model effectively enhances students' systematic thinking skills. Moreover, students expressed the highest level of satisfaction with this learning model, with an overall mean score of 4.66 (SD = 0.69). This reflects a positive attitude towards learning and its applicability in real-life situations. These findings support the effectiveness of the 5E model in the Health Development course and suggest its potential for application in other vocational education subjects.
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