Development of an Inquiry-Based Learning Activity Package on Life-Saving Technologies in Flood Situations Using the Engineering Design Process to Promote Problem-Solving Skills of Mathayom 3 Students in the design and technology subject

Abstract

The purposes of this research were to: 1) develop and determine the efficiency   of an inquiry-based learning activity package entitled Life-Saving Technologies in Flood Situations using the Engineering Design Process for Mathayom  3 students in the Design and Technology subject; 2) study the learning outcomes in terms of learning achievement and problem-solving skills after the implementation of the activity package; and 3) investigate students’ satisfaction toward learning management through the developed activity package. The study employed a Research and Development (R&D) approach together with a One-Group Pretest–Posttest Design. The sample group consisted of 26 Mathayom  3/1 students at Anuban Chiangkhong School during the second semester of the 2025 academic year, selected through purposive sampling. The research instruments consisted of:  1) six inquiry-based learning activity packages,   2) a learning achievement test,   3) a rubric-based problem-solving skills assessment form, and  4) a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, efficiency index (E1/E2), and dependent samples t-test.

The findings revealed that: 1) the inquiry-based learning activity package entitled “Life-Saving Technology in Flood Situations” using the Engineering Design Process achieved   an efficiency level of 81.74/84.73, which was higher than the predetermined criterion of 75/75;   2) the students' posttest achievement scores  (  = 16.92) were significantly higher than the pre-learning scores ( = 11.85) at the .05 level of statistical significance (t = 12.36, p < .001). In addition, the students’ post-learning problem-solving skills scores (  = 4.57, S.D. = 0.50)  were significantly higher than the pre-learning scores at the .05 level of statistical significance (t = 14.82, p < .001); and 3) the students’ overall satisfaction toward the learning management was at the highest level ( = 4.61, S.D. = 0.47).

The findings indicate that the inquiry-based learning activity package integrated with the Engineering Design Process and connected with flood situations in the local community could serve as an effective instructional approach to promote active learning and enhance students’ problem-solving skills in the Design and Technology subject.