The Effects of Problem-based Learning Management on Science Learning Achievement in the Topic of Force and Movement and Science Problem-solving Thinking Ability of Mathayom Suksa II Students at Phra manda Nijjanukroh School in Bangkok Metropolis
The Effects of Problem-based Learning Management on Science Learning Achievement in the Topic of Force and Movement and Science Problem-solving Thinking Ability of Mathayom Suksa II Students at Phra manda Nijjanukroh School in Bangkok Metropolis
Keywords:
Problem-based Learning, Learning Achievement, Science Problem Solving AbilityAbstract
The purposes of this research were to 1) compare science learning achievement of Mathayom Suksa II students of Phra manda Nijjanukroh School after learning under the problem-based learning management and students who were learned under the traditional learning management; 2) compare science problem-solving ability of Mathayom Suksa II students of Phra manda Nijjanukroh School after learning under the problem-based learning management with that of the students who were learned under the traditional learning management, and 3) compare science problem solving abilities of the students before and after learning under the problem – based learning mannagement problem-based approach.
The research sample were 176 Mathayom Suksa II students from two intact classrooms, each of which containing 36 students, of Phra manda Nijjanukroh School, Bangkok Metropolis, obtained by cluster sampling were then randomly assigned to be an experimental group and a control group. The employed research instruments were 1) lesson management plans in the topic of Force and Movement for the problem based learning management; 2) a learning achievement test; and 3) a science problem-solving ability test. Statistics employed for data analysis were the percentage, mean, standard deviation, and t-test.
The research found that 1) the post-learning science learning achievement in the topic of Force and Movement of Mathayom Suksa II students who learned under the problem-based learning management was significantly higher than the counterpart learning achievement of the students who learned under the traditional learning management at the .05 level; and 2) the post-learning science problem-solving ability of Mathayom Suksa II students who learned under the problem-based learning management was significantly higher than the counterpart ability of the students who learned under the traditional learning management at the .05 level and the post-learning science problem solving ability of the students after learning under learning management integrating was significantly higher than their pre-learning counterpart ability at the .05 level.
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