ENHANCING ACADEMIC ACHIEVEMENT IN SOCIAL STUDIES ON 'DEMOCRATIC CITIZENSHIP' FOR GRADE 7 STUDENTS USING THE 5E INQUIRY-BASED LEARNING CYCLE AND COLLABORATIVE LEARNING ACTIVITY PACKAGES

Abstract

This study employed a pre-experimental research design with the following objectives: 1) to develop collaborative learning activity packages integrated with the 5E inquiry-based learning technique for a Social Studies course on "Democratic Citizenship" for Grade 7 students, meeting the efficiency criterion of 80/80; 2) to compare students' academic achievement before and after the intervention; and 3) to examine student satisfaction toward the developed instructional innovation. The research utilized a one-group pretest-posttest design. The sample consisted of 30 Grade 7 students from Wat Prachanimit School during the second semester of the 2025 academic year, selected through cluster random sampling. The research instruments included 5E inquiry-based lesson plans, collaborative learning activity packages, an academic achievement test, and a satisfaction assessment form. Data were analyzed using percentage, mean ( ), standard deviation (S.D.), and t-test for dependent samples.

          The results revealed that: 1) the collaborative learning activity packages combined with the 5E technique achieved an efficiency of 82.45/81.30, exceeding the established criterion; 2) the students' post-test academic achievement was significantly higher than their pre-test scores at the .05 level; and 3) the students expressed the highest level of satisfaction toward the learning management. These findings suggest that integrating the inquiry-based process with collaborative learning effectively promotes students' understanding of civic duties through active participation and meaningful knowledge exchange.