The Effect of Science Learning Activities by Using The Problem-Based Learning and Project Approach of Matthayomsuksa 3 Students

Abstract

The research was studied base on these objectives 1) To study problem situation and used
base line data of Rong Kham Secondary School’s Matthayomsuksa 3 students, 2) To develop learning
activity employing Problem-based Learning And Project Approach on Electricity and Electronic topics
in order to be consistent with the efficiency criteria 70/70 and 3) To study applying of learning activity
by Problem-based Learning And Project Approach. It was designed on these following issues, criteria
and scales 3.1) Comparative effectiveness between the Problem-based Learning And Project Approach
group and standard-teaching group, 3.2) Compare skills in scientific process between two groups of
students; the group of which was applied the Problem-based Learning And Project Approach method
and with standard-teaching group 3.3) Study responsibility of these Matthayomsuksa 3 students who
was applied the Problem-based Learning And Project Approach. They were 80 students in 2 classes of
Matthayomsuksa 3 at Rong Kham Secondary School, Rong Kham District, Kalasin Province, conducted
the research in the 2nd semester of 2015 school year. The research methodology was Cluster Random
Sampling, the tools consisting of Problem-based Learning And Project Approach in particular design
on electricity and electronic topics. It was also designed particularly for Matthayomsuksa 3 with total
11 teaching plans in the ‘Very Good’ quality scale meanwhile the data and information collection
tools were; 1) Learning Effectiveness test 2) Scientific Skills test and 3) Self evaluation on learning
responsibility. Statistic used were percentage, average, standardized deviation and t-test for Independent
Samples. The results were:
1) Problem situation was found the lack of efficiency in instruction and teaching in science
class as it was mostly based and focusing on narration lecture class and lacking in lab and practicing
work in addition no skill drilling for scientific process and analysis thinking in the same time blocking
self-learning and self thinking in students.
2) Applying Problem-based Learning And Project Approach in sciences class to finally have
efficiency scale at (E₁/E₂) as 72.65/78.17
3) The results of Problem-based Learning And Project Approach found:
(1) Students who were applied by Problem-based Learning And Project Approach had higher
learning effectiveness than the standard-teaching learning group significantly at .05
(2) Students who were applied by Problem-based Learning And Project Approach gained
skills improvement scale higher than the standard-curriculum learning group significantly at .05
(3) Students who were applied Problem-Based Learning And Project Approach demonstrated
responsibility in class at average scores 3.41 of which is the hight practice level.