The Effects of Using Model-Centered Instruction Sequence on Ability in Making Scientific Model and Learning Achievement in Structure Function and Reproduction of Flowering Plant of Grade 11 Students at Traimit Witthayalai School in Bangkok Metropolis

Abstract

The purposes of this research were to (1) compare the ability in making scientific model after learning using model-centered instruction sequence of grade 11 students at Traimit Witthayalai school, and (2) compare learning achievement in the topic of structure function and reproduction of flowering plant of grade 11 students at Traimit Witthayalai school before and after learning using model-centered instruction sequence.

The sample was 39 grade 11 students in science-mathematics program at Traimit Witthayalai School, obtained by cluster random sampling. The research instruments were (1) the model-centered instruction sequence lesson plans, (2) an ability in making scientific model evaluation form, and (3) an achievement test in the topic of structure function and reproduction of flowering plant. Statistics employed for data analysis were percentage, mean, standard deviation, t-test and content analysis.

The research findings revealed that (1) the ability in making  scientific model after learning using model-centered instruction sequence of the students was increased at a good level at 48.72 percent, and the ability in making scientific model after learning of the students who learned using model-centered instruction sequence was significantly higher than that of their before learning at .05 level of statistical significance, (2) learning achievement after learning using model-centered instruction sequence in the topic of structure function and reproduction of flowering plant of the students was significantly higher than that of their before learning at .05 level of statistical significance.