The Effects of 5E Inquiry-Based Instruction on Academic Achievement and Analytical Thinking in Grade 4 Economics

Abstract

In the context of 21st-century education, developing analytical thinking in economics is essential, and inquiry-based instructional approaches such as the 5E model may support both conceptual understanding and higher-order reasoning. The purposes of this study were to (1) examine the effectiveness of 5E inquiry-based learning management plans based on the 80/80 efficiency criterion, (2) compare students’ academic achievement after instruction with the 80 percent criterion, and (3) compare students’ analytical thinking before and after instruction. The participants were 10 Grade 4 students selected through cluster random sampling from a primary school in Yasothon Province, Thailand. The instruments included 12 5E inquiry-based learning management plans, a 20-item academic achievement test, and a 20-item analytical thinking test. The data were analyzed using mean, standard deviation, percentage, E1/E2 efficiency, and the Wilcoxon Signed-Ranks Test. The results indicated that the instructional plans achieved an efficiency of 86.02/87.50, students’ academic achievement significantly exceeded the 80 percent criterion (p < .05), and analytical thinking scores significantly improved after the intervention (p < .05). These findings contribute empirical evidence supporting the application of the 5E inquiry-based model in primary-level economics to enhance both academic achievement and analytical thinking.