Panasan
Learning Outcomes of Project-Based and Inquiry-Based Learning Activities
Maharat Nakhon Ratchasima Hospital|Mahasarakham University
problem statement organization science learning activities necessary rely various methods organization learning appropriate learnersorganization projectbased learning activities inquirybased learning activities teaching methods help students understand scientific knowledgeit would efficientthis study aimed compare learning achievement science process skills analytical thinking fifth grade students learned using organization projectbased inquirybased learning activitiesapproach sample used study consisted 88 fifth grade students 2 selected classrooms muang nakhon ratchasima school office nakhon ratchasima educational service area zone 1 first semester academic year 2008 obtained cluster random sampling techniquestudents divided 2 groups 44 students eachthe research instruments used study lesson plans organization projectbased inquirybased learning activities 8 plans 30item 4choice science learning achievement test discriminating powers ranging 028046and reliability 086 20item 4choice science process skill test difficulties p ranging 036068discriminating powers ranging 038072 reliability 082 20item 4choice analytical thinking test difficulties p ranging 044067discriminating powers ranging 032081and reliability 076hotelling 2 employed testing hypothesesresults plans organization projectbased inquirybased learning activities science learning efficiencies 89057879 projectbased learning 87587864 inquirybased learning respectivelythe plans organization projectbased inquirybased learning activities effectiveness indices 06774 projectbased learning 06781of inquirybased learning respectivelystudents learned using plans organization projectbased learning activities learned using plans organization inquirybased learning activities different learning achievement science process skills analytical thinking p005conclusion conclusion plans organization projectbased inquirybased learning activities appropriately efficient effectivethe students 2 groups show different learning achievement science process skills analytical thinkingtherefore science teachers could implement teaching methods organization activities appropriate learners achieve future