DEVELOPING INQUIRY-BASED LEARNING INTEGRATED WITH STATION ROTATION TO PROMOTE ACADEMIC ACHIEVEMENT AND TEAMWORK SKILLS AMONG HIGH SCHOOL STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

This research focused on developing an inquiry-based learning approach integrated with station rotation to enhance academic achievement and teamwork skills among high school students with intellectual disabilities. The research employed a quasi-experimental method using a one-group pretest-posttest design. The sample consisted of 18 Mathayomsuksa 3 students with mild intellectual disabilities from Suphanburipanyanukul School. The research utilized several instruments: an Inquiry-based learning plans integrated with station rotation, an academic achievement test, and a teamwork skills evaluation form. Statistical analyses included the mean, standard deviation, and Wilcoxon signed-rank test for nonparametric statistics. The findings were as follows: 1)Students' academic achievement after the intervention significantly improved at the .05 significance level. 2) After implementing the learning approach, students' teamwork skills were rated very good (equation = 3.77, SD = 0.06). In conclusion, integrating inquiry-based learning with station rotation effectively enhances academic achievement and teamwork skills in students with intellectual disabilities.