The Development of Critical Questioning Skills through Inquiry-Based Learning Process on Local Environmental Issues of Mathayomsuksa 2 Students at Inburi School, Inburi District, Singburi Province

Abstract

          This research aimed to: 1. develop learning activities that promote critical questioning skills through an inquiry-based learning process, 2. compare students' critical questioning skills through an inquiry-based learning process before and after the intervention, and 3. examine the level of students’ satisfaction toward learning activities implemented through critical questioning within an Inquiry-Based Learning approach. The sample consisted of 36 Mathayomsuksa 2/3 students at Inburi School, Inburi District, Singburi Province, during the first semester of the academic year 2025, selected through cluster random sampling. The research instruments included: 1) ten lesson plans designed to promote critical questioning skills through an inquiry-based learning process, 2) a 30-item multiple-choice test measuring critical questioning skills through an inquiry-based learning process, and 3) a 15-item five-point Likert scale satisfaction questionnaire. Data were analyzed using mean, standard deviation, and dependent samples t-test.

          The research findings revealed that: 1. the appropriateness of the learning activity plans was at the highest level (𝑥̅ = 4.57, S.D. = 0.64), 2. students' critical questioning skills through an inquiry-based learning process after the intervention were significantly higher than before at the .05 level (t = 15.92, df = 35, Sig. = .000), and 3. students' overall satisfaction with the learning activities was at the highest level (𝑥̅ = 4.61, S.D. = 0.45).