A Comparison of Analytical Thinking Ability and Attitude towards Science Learning on the Topic Entitled, “Force and Types of Forces” of Matthayomsuksa 5 Students, Using Inquiry-Based Learning and Problem-Based Learning

การเปรียบเทียบความสามารถในการคิดวิเคราะห์และเจตคติต่อการเรียนวิทยาศาสตร์ เรื่องแรงและชนิดของแรง สำหรับนักเรียนชั้นมัธยมศึกษาปีที่ 5 โดยใช้การจัดการเรียนรู้แบบสืบเสาะหาความรู้กับการจัดการเรียนรู้โดยใช้ปัญหาเป็นฐาน

Abstract

The purposes of this research were to compare: 1) Matthayomsuksa 5 students’ analytical thinking ability on the topic entitled, “Force and Types of Forces” before and after using inquiry-based learning approach; 2) the students’ analytical thinking ability before and after using problem-based learning approach; 3) the students’ analytical thinking ability after using inquiry-based learning approach and problem-based learning approach; 4) the students’ attitude towards science learning after using inquiry-based learning approach and problem-based learning approach. The research sample, drawn using cluster random sampling, were Matthayomsuksa 5 students from Samchukratanapokaram School during the second semester of the academic year 2016. The students were randomly assigned to two experimental groups: The first group of 23 students was randomly assigned to inquiry-based learning approach, and the second group of 25 students problem-based learning approach. The research instruments included: 1) learning management  plans using inquiry - based learning approach, 2) learning management plans using problem-based learning approach; 3) a test on analytical thinking ability  with a reliability value of 0.889, and 4) a questionnaire on attitude towards science learning with a reliability value of 0.899.Data were analyzed in terms of mean, standard deviation and t-test

The research results were as follows: 1. The students’ analytical thinking ability after using inquiry-based learning approach was higher than that before using it (p<.05). 2. The students’ analytical thinking ability after using problem-based learning approach was higher than that before using it (p<.05). 3. There was no significant difference in the students’ analytical thinking ability after using inquiry-based learning approach and problem-based learning approach. 4. There was no significant difference in the students’ attitude towards science learning after using inquiry-based learning approach and problem-based learning approach.