Using Research-Based Learning to Develop Problem-Solving Thinking Skills in Student Teachers

Abstract

This research aimed 1) to develop a research-based learning management plan in the Learning Experiences for Young Children subject for student teachers, and 2) to study the effectiveness of the developed learning management plan. The sample group consisted of 28 fourth-year student teachers majoring in elementary education at Faculty of Education, Prince of Songkla University, Pattani Campus. The sample was selected using cluster sampling method. The independent variable was research-based learning management, and the dependent variable was the student teachers’ problem-solving ability. Data collection instruments included a learning management plan, a problem-solving ability test, and reflective journals. Data were collected for three times before, during, and after learning. Data analysis involved mean, standard deviation, repeated measures ANOVA, and content analysis. The results showed that the developed research-based learning management plan was validated by experts at the highest level (M = 4.69), and the effectiveness of the plan revealed that the student teachers’ average problem-solving scores after the learning intervention were higher than both before and during the learning process. The average scores were pre-learning (M = 7.89), during learning (M = 11.79), and post-learning (M = 13.39, with statistically significant differences at the .05 level. This indicates that research-based learning management effectively enhances the problem-solving abilities of student teachers.