Development Analytical Thinking Ability and Academic Achievement Basic Science Subjects with Learning Management Problem Base Learning with Think Pair Share Technique of Third-grade Students
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Abstract
This study aimed to investigate the effects of an instructional approach integrating Problem-Based Learning with the Think-Pair-Share technique on the analytical thinking abilities, learning achievement, and learning satisfaction of Third-Grade Students. The sample consisted of 27 students selected through cluster random sampling, using a school as the sampling unit. The research instruments included learning activity plans, an analytical thinking ability assessment test, an learning achievement test and a student satisfaction questionnaire. Data were analyzed using descriptive statistics percentage, mean (), standard deviation (SD), and hypothesis testing using the t test dependent. The results revealed that (1) students analytical thinking abilities after the learning activities were significantly improved at the .05 level of significance (
= 14.85, SD = 2.03), (2) students’ post-instruction academic achievement scores were significantly higher than their pre-instruction scores at the .05 level of significance (
= 14.85, SD = 1.97) and (3) the students reported
a high level of satisfaction with the learning activities overall of significance. ( = 2.92, SD = 0.15)
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ผู้ส่งบทความ (และคณะผู้วิจัยทุกคน) ตระหนักและปฎิบัติตามจริยธรรมการวิจัยอย่างเคร่งครัด ทั้งนี้บทความ เนื้อหา ข้อมูล ข้อความ ภาพ ตาราง แผนภาพ แผนผัง หรือข้อคิดเห็นใดๆ ที่ปรากฎในบทความ เป็นความคิดเห็นและความรับผิดชอบของผู้ส่งบทความ กองบรรณาธิการไม่จำเป็นต้องเห็นตามเสมอไป และไม่มีส่วนรับผิดชอบใดๆ โดยถือเป็นความรับผิดของของเจ้าของบทความเพียงผู้เดียว
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