The development of punctuality for eleventh grade students in chemistry with blended learning based on inquiry, social media, exit ticket and scorecard through lesson design by using professional learning community activity
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Abstract
The study aimed to develop punctuality in chemistry using blended learning based on inquiry, social media, exit ticket and scorecard through lesson design by using professional learning community activity. The experimental groups were 8 and 12 students of eleventh grade students in an opportunity expansion school, Nakhon Ratchasima province in the first semester of academic year 2020 and 2021, respectively. This research applied classroom action research for 3 PLC cycles. The instruments in this research comprised 3 learning plans with onsite and online learning managements, behavior observation form, a set of laboratory plan worksheets, exit ticket, scorecard and behavior assessment. The disciplinary behavior analysis was statistically analyzed by mean, percentage, standard deviation and relative standard deviation. The results of the research can be summarized as follows: punctuality in the first semester of academic year 2020 and 2021, the percentage of submitting their work on time of 95.83 and 63.89 percent, respectively, demonstrating that the three learning plans could be improved deliver on-time assignment. However, the effects of on-site and online learning to enhance the students’ disciplines indicated that the onsite learning gained better disciplinary behaviors. Moreover, the teacher was able to develop a lesson design through the professional learning community process.
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