The Effects of Cooperative Learning Management STAD Technique in Conjunction with Graphic Organizers on Science Learning Achievement and Analytical Thinking Ability of Prathom Suksa IV Students at Chumchonmaitree Uthit School in Nonthaburi

Abstract

        The purposes of this research were to (1) compare science learning achievement on the topic of diversity of life of Prathom Suksa IV students who learned from cooperative learning management STAD technique in conjunction with graphic organizers with that of students who learned from conventional learning management; (2) compare analytical thinking ability of the students before and after learning from cooperative learning management STAD technique in conjunction with graphic organizers; and (3) compare analytical thinking ability of the students who learned from cooperative learning management STAD technique in conjunction with graphic organizers with that of students who learned from conventional learning management.

        The research sample was 64 Prathom Suksa IV students in two intact classrooms in Chumchonmitree Uthit School, Bang Bua Thong District, Nonthaburi Province studying in the first semester of the 2019 academic year, obtained by cluster random sampling. One classroom was randomly assigned as the experimental group to learn from cooperative learning management STAD technique in conjunction with graphic organizers, another classroom was a control group to learn from conventional learning management. The employed research instruments were (1) the cooperative learning management plans, STAD technique in conjunction with graphic organizers about diversity of life; (2) the conventional learning management plans; (3) a science learning achievement test on the topic of diversity of life; and (4) a test of analytical thinking ability. Statistics used for data analysis were the mean, standard deviation and t-test.

        Research finding showed that (1) the post-learning score of science learning achievement on the topic of diversity of life of the experimental group was higher than the counterpart score of the control group at the .05 level of statistical significance; (2) the post-learning score of analytical thinking ability of the experimental group was higher than their pre-learning counterpart score at the .05 level of statistical significance; and (3) the post-learning score of analytical thinking ability of the experimental group was higher than the counterpart score of the control group at the .05 level of statistical significance.