The Effects of Using Project-based Instruction in the Topic of Carbon Compounds in Living Organisms on Learning Achievement and Problem Solving Ability of Grade 10 Students of Large Schools in Suphan Buri Province
Keywords:
Project-based Instruction, Learning Achievement, Problem Solving AbilityAbstract
The purposes of this research were to (1) compare learning achievement of the students before and after learning by using project-based instruction, (2) compare learning achievement of the students after learning by using project-based instruction with 75 percent criteria, (3) compare problem solving ability of the students before and after learning by using project-based instruction, and (4) compare problem solving ability of the students after learning by using project-based instruction with 75 percent criteria.
The sample was 45 grade 10 students studying in the first semester of the academic year 2020 at Bangli Witthaya School, the large size school in Suphan Buri Province, obtained by cluster random sampling. The research instrument were (1) the project-based learning instructional plans in the topic of carbon compounds in living organisms, (2) an learning achievement test, and (3) a problem solving ability measurement form. Statistics employed for data analysis were the percentage, mean, standard deviation and t-test.
Research findings showed that (1) learning achievement of the students after learning by using project-based instruction was significantly higher than that of their before learning at the .05 level of statistical significance, (2) learning achievement of the students after learning by using project-based instruction was significantly lower than the 75 percent criteria at the .05 level of statistical significance, (3) the problem solving ability of the students after learning by using project-based instruction was significantly higher than that of their before learning at the .05 level of statistical significance, and (4) the problem solving ability of the students after learning by using project-based instruction was significantly higher than the 75 percent criteria at the .05 level of statistical significance.
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