DEVELOPMENT OF A LEANGING MAMAGEMENT MODEL USING THE INQUIRY PROCESS COMBINED WITH HISTORICAL THINKING TO ENHANCE LEARNING EFFECTIVENESS AMONG SECONDARY SCHOOL STUDENT, 3.

Abstract

The objectives of this research were: (1) to develop a learning management model using the inquiry process combined with historical thinking; (2) to determine the effectiveness of the learning management model according to the 80/80 efficiency criterion; (3) to compare students’ learning achievement before and after instruction; (4) to determine the effectiveness index of the teaching and learning activities; and (5) to examine students’ satisfaction after learning through the learning management model developed by the researcher. The target group consisted of 30 Grade 9 students at Triammit School under the administration of the Sisaket Provincial Administrative Organization during the first semester of the 2025 academic year. The research instruments were validated for quality and included 16 lesson plans, a learning achievement test with a high reliability coefficient of 0.976, and a student satisfaction questionnaire with a reliability coefficient of 0.918. The statistical methods used in this study included percentages, means, and t-tests.
The research findings were as follows. First, the newly developed learning model, named the Historical Inquiry Process, consists of seven key steps: (1) engaging significance, (2) exploring evidence, (3) analyzing continuity & change, (4) synthesizing cause & consequence, (5) interpreting perspectives, (6) judging ethical dimension, and (7) evaluating & communicating. Second, the learning management model demonstrated high effectiveness, with efficiency scores of 82.63/81.78, which exceeded the established 80/80 criterion. Third, a comparison of learning achievement revealed that students’ post-test scores were significantly higher than their pre-test scores at the 0.05 level of statistical significance. Fourth, students’ learning progress increased by 50.40 percent. Finally, the students reported the highest level of satisfaction with the developed learning management model.