The Development of Science Communication Skills in Speaking and Biology Learning Achievement on Animal Kingdom of Grade 12 Students through Model-Based Inquiry

Abstract

The purposes of this research were to 1) study the development of science communication skills in speaking of grade 12 students on the topic of animal kingdom through model-based inquiry, and 2) compare students' biology learning achievement before and after the intervention. The target group, selected through purposive sampling, consisted of 39 grade 12 students in the science-mathematics program, enrolled at a secondary school in Samut Songkhram province during the second semester of the 2024 academic year. The data collection was conducted over a period of 6 weeks, totaling 12 periods (50 minutes per period). The research instruments included: 1) four grade 12 biology lesson plans on the animal kingdom based on model-based inquiry, were evaluated for content validity by three experts. The findings showed that all lesson plans were highly congruent and appropriate; 2) a science communication skill in speaking assessment rubric with an IOC of 1.00 and inter-rater reliability of 0.89; and 3) a 30-item multiple-choice biology learning achievement test with an IOC from 0.67 to 1.00, difficulty ranging from 0.26 to 0.80, discrimination ranging from 0.27 to 0.64, and a reliability coefficient (KR-20) of 0.85. Data were analyzed using mean, standard deviation, and the Wilcoxon Signed Ranks Test. The research findings revealed that: 1) The target students’ average relative gain scores in science communication skills in speaking across different development stages were significantly different at the .05 level, and 2) The students’ biology learning achievement after the intervention was significantly higher than before at the .05 level.