ការប្រើប្រាស់វិធីសាស្រ្តបង្រៀននិងរៀនតាមបែបរិះរក ក្នុងមុខវិជ្ជាគណិតវិទ្យាថ្នាក់ទី៣ ដើម្បីជំរុញការរៀនសកម្ម

Abstract

Teaching methods play an important role in the teaching-learning process as they help students have the opportunity to build knowledge through active learning and improve their learning outcomes. Based on the experience of the researchers' past internships and teaching practicum, about 70% of the students did not participate actively in class. Students were often inactive during class hours without responding to teachers or expressing themselves. Students often sat quietly, took notes, and did not engage in any activities. Recognizing the significance of an Inquiry-Based Learning (IBL), this study aims to measure its effects on students' active learning, particularly on Grade 3 students’ learning outcomes in mathematics. The analysis of the data from 22 Grade 3 students revealed that the use of IBL motivated students to participate in learning actively in terms of objective identification, lessons, materials, teacher activities, teaching methods, student learning behavior, satisfaction with learning activities, and interests in learning. In addition, IBL seems to improve students’ learning outcomes. The students’ mean scores for the pre-test were 1.88 and 8.47 for the post-test. Thus, using IBL could make students more active learners and help promote their learning outcomes.