Effects of Inquiry-Based Learning with Peer-Assisted Technique on Sixth-Grade Students’ Learning Achievement in Science - Research Study

Oct 15, 2026

Uploaded by Mabel

This study investigates the effects of inquiry-based learning with peer-assisted technique on sixth-grade students’ learning achievement in science. The participants were 32 sixth-grade students from Pinijratbumrung School in Thailand during the 2023 academic year. Learning plans, an achievement test, and learning satisfaction questionnaires were used, and data were analyzed with mean, standard deviation, and a one-sample t-test. Results show science learning outcomes exceeded the 70% criterion, with 23 students reaching at least 70%, and students reported high learning satisfaction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

INTRODUCTION

Scientific foundations and inquiry-based learning

Learning hallmarks and student roles

Peer-assisted learning in science education

Effects of Inquiry-Based Learning with Peer-Assisted Technique on Sixth-Grade Students’Learning Achievement in Science Kesaraporn Jainan Faculty of Education, Mahasarakham University, Mahasarakham, Thailand, [gscholar@gmail.com](gscholar@gmail.com) Prasart Nuangchalerm Faculty of Education, Mahasarakham University, Mahasarakham, Thailand, [prasart.n@msu.ac.th](prasart.n@msu.ac.th) Fredi Ganda Putra Department of Mathematics Education, Universitas Islam Negeri Raden Intan Lampung, Indonesia, [fredigpsw@gmail.com](fredigpsw@gmail.com) This study aims to investigate the effects of inquiry-based learning with peer-assisted technique on sixth grade students. Achievement and learning satisfaction towards inquiry-based learning with peer-assisted technique on sixth grade students were investigate. The participants used in this research were 32 sixth grade students from the second semester of the 2023 academic year atthe Pinijratbumrung School, Yangtalat District, Kalasin Primary Educational Service Area Office 2, Thailand. The research instruments were learning plans, achievement test, learning satisfaction questionnaires. The data were analyzed by mean, standard deviation, and testing the hypothesis by one sample t-test. The research found that the learning outcomes of science subjects using inquiry learning with peer-assisted techniques exceeded the achievement of 70% criterion. A total of 23 students had score at least 70% of the full score, accounting for 71.87% of the total number of students. The learning satisfaction of students toward inquiry-based learning with peer-assisted technique was at high level. This is findings that can be implied to school science and inquiry-based learning in primary schools. Keywords: achievement, inquiry-based learning, peer-assisted technique, satisfaction, learning achievement, science, students INTRODUCTION The scientific knowledge and its method are important to all of us, it seeks new knowledge and improve our quality of life (Nuangchalerm et al., 2024) . This is a study of science assists individuals in the development of abilities such as critical thinking, creativity, analytical thinking, and decisionmaking. In addition to this, it assists individuals in the development of the abilities necessary to carryout research and to solve issues in a methodical manner. As a knowledge-based society, science is an essential component, and in order to make efficient use of science for better life (Širá et al., 2020) . It is necessary for everyone to have a fundamental understanding of science. The process of understanding of science can be driven by inquiry-based learning which is the suitable way of science education (Gillies, 2020; Nunaki et al., 2020; Sotáková et al., 2020; Farhan et al., 2023) . The hallmarks of inquiry-based learning include student-initiated questions, scientific investigations, and explorations that shape the learning process to children (Sukontawaree et al., 2022; Thangjai & Worapun, 2022) . Students can participate in creating their own knowledge rather than only absorbing it. They also can develop their critical thinking skills via inquiry-based learning, focused on the Citation: Jainan, K., Nuangchalerm, P., & Putra, F. G. (2025) . Effects of inquiry-based learning with peer-assisted technique on sixth-grade students’ learning achievement in science. Anatolian Journal of Education, 10(2), 29-36. [https://doi.org/10.29333/aje.2025.1023a](https://doi.org/10.29333/aje.2025.1023a) importance of analysis, critical thinking, and independent conclusion-drawing (Bantaokul & Polyiem, 2022) . Students have a better grasp of the materials and methods to science. They create their own questions and find the answers to them. Inquiry-based learning often presents students with authentic challenges that test their ability to synthesize and apply theoretical understanding (Firman et al., 2019) . They are better able to solve difficult problems in novel ways. S

FAQs

What is the purpose of the study?

The study examines the effects of inquiry-based learning combined with peer-assisted technique on sixth-grade students’ learning achievement in science, including learning satisfaction.

Who participated and how were data analyzed?

The participants were 32 sixth-grade students. Data were analyzed using mean and standard deviation, and hypothesis testing was conducted with a one-sample t-test.

What were the main findings on learning achievement and satisfaction?

Science learning outcomes using inquiry learning with peer-assisted techniques exceeded the 70% criterion, and students’ learning satisfaction was at a high level.

Oct 15, 2026

Uploaded by Mabel