The Effects of Creativity-based learning on Scientific Learning Achievement and Problem Solving Ability in Force and Motion Unit on Eighth Grade Students under The Secondary Educational Service Area Office Singburi Angthong

Abstract

The objectives of this research were (1) to compare science learning achievement in the topic of Force and Motion of the group of students learning under the creativity-based learning management with the counterpart learning achievement of the group of students learning under the traditional learning management; and (2) to compare problem solving ability of the group of students learning under the creativity-based learning management with the counterpart ability of the group of students learning under the traditional learning management.

The research sample consisted of Eighth Grade students in two intact classrooms of Rachasathit Wittaya School under the Secondary Educational Service Area Office Sing Buri Ang Thong during the first semester of the 2021 academic year, obtained by cluster random sampling. Then, one classroom was randomly assigned as the experimental group to learn under the creativity-based learning management; the other classroom, the control group to learn under the traditional learning management.  The employed research instruments were (1) eight learning management plans on the topic of Force and Motion for the creativity-based learning management; (2) eight learning management plans on the topic of Force and Motion for the traditional learning management; (3) a science learning achievement test; and (4) a scale to assess problem solving ability. Statistics employed for data analysis were the mean, standard deviation, and t-test.

Research results were that (1) the science learning achievement of the students learning under the creativity-based learning management was significantly higher than the counterpart learning achievement of the students learning under the traditional learning management at the .05 level of statistical significance; and (2) the problem solving ability the students learning under the creativity-based learning management was significantly higher than the counterpart ability of the students learning under the traditional learning management at the .05 level of statistical significance.