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การเปรียบเทียบผลสัมฤทธิ์ทางการเรียนวิทยาศาสตร์ เรื่องสารในชีวิตประจำวัน และความสามารถในการคิดวิเคราะห์เชิงวิทยาศาสตร์ ของนักเรียน ชั้นประถมศึกษาปีที่ 6 ระหว่างการจัดการเรียนรู้แบบร่วมมือ โดยใช้เทคนิค STAD กับกระบวนการสืบเสาะหาความรู้

[เปิดดู 228 ครั้ง]

อิฏฐาพร ตุ้มเพ็ชร, ทัศนา ประสานตรี และ มนตรี อนันตรักษ์

               The purposes of this study were: 1) to compare learning achievement on ‘Substances in Daily Life’ of the students whose cooperative learning was managed using the Student Teams Achievement Divisions (STAD) technique versus those whose learning was managed using the Knowledge Inquiry Process, 2) to compare scientific analytical thinking abilities of those students whose cooperative learning was managed using the STAD technique versus those managed using the Knowledge Inquiry Process, and 3) to examine satisfaction of learning among the students whose cooperative learning was managed using the STAD technique versus those managed using the Knowledge Inquiry Process. The samples used were 51 Prathom Suksa 6 students selected by purposive sampling, who were enrolled in the first semester of academic year 2012 comprising 2 classrooms: one with 24 and the other with 27 students selected separately from Ban Sukkasem School and Ban Nong Kha Khok Kung School under the Office of Nakhon Phanom Primary Education Service Area, respectively. The instruments used were: 1) a 40-item learning achievement test with 4 choices, having difficulty values of between 0.20 and 0.58, discrimination power values of between 0.21 and 0.75 and entire reliability value of 0.86 according to the Lovett’s method, a 30-item objective test for measuring ability in scientific analytical thinking with 4 choices, having difficulty values of between 0.20 and 0.48, discrimination power values of between 0.37 and 0.70, and entire reliability value of 0.94 (Kuder Richardson), and 3) a form for assessment of satisfaction with the cooperative learning management using the STAD technique or with the Knowledge Inquiry Process comprising 15 items of which each had a 5-rating scale, whose discrimination power values ranged between 0.37 and 0.67 and entire reliability value according to Cronbach was 0.89. Statistics used to analyze data were percentage, mean, standard deviation and t-test (independent samples). The findings of study were : 1) The Prathom Suksa 6 students who learned through the STAD technique had significantly higher learning achievement than those who learned through the Knowledge Inquiry Process at the .05 level; 2) the former had a significantly higher scientific analytical thinking ability than the latter at the .05 level; and 3) the degrees of students’ satisfaction with learning activity management using the STAD technique and with the Knowledge Inquiry Process were at the highest and high levels respectively.