The comparisons of effects of the cooperative learning model using metacognitive moves and traditional instruction on the science for quality-of-life subject for enhancing the learning achievement and critical thinking of undergraduate students at Chaiyaphum Rajabhat University

Abstract

The purposes of this research were; (1) to determine the effectiveness of a cooperative learning model with cognitive techniques, (2) to study the index of effectiveness of a cooperative learning model with cognitive techniques, (3) to compare learning achievement and critical thinking of students studying the science for quality-of-life subject by using a cooperative learning model with cognitive techniques and learning using traditional methods, (4) to compare the learning achievement and critical thinking of students studying the science for quality-of-life subject by using a cooperative learning model with cognitive techniques with different achievement motivation. The sample group consisted of two classrooms of 30 students in second semester, academic year 2019, totaling 60 students. The research instruments consisted of; (1) learning management plan, (2) achievement motivation test, (3) critical thinking measurement model, (4) model test to measure learning achievement. The statistics used for data analysis were percentage, mean, standard deviation and hypothesis testing using the t-test independent and the two-way ANOVA test. The results showed that; (1) the effectiveness of the cooperative learning model using cognitive techniques was found to be effective E1/E2 = 82.42/84.17 with the set efficiency value of 80/80, (2) the model effectiveness index of cooperative learning using cognitive techniques of students had a model effectiveness index of .70, (3) from the results of comparing the learning achievement and critical thinking of students using the cooperative learning model using cognitive techniques and learning by traditional methods, it was found that the students who studied with a cooperative learning model with cognitive techniques and traditional learning methods had an achievement score and critical thinking with a cooperative learning model with cognitive techniques higher than learning achievement and critical thinking through traditional methods, statistically significant at the .05 level, (4) from the results of comparing students’ learning achievement and critical thinking by using a cooperative learning model with cognitive techniques with different achievement motivation, it was found that in those with high achievement motivation and the low achievement motivated groups that were used, there were no different effects on learning achievement and critical thinking.