Development of a Problem-Based Learning Model in Science Education to Enhance Problem-Solving Abilities, Academic Achievement, and Attitudes toward Science Learning in Additional Chemistry : Electrochemistry for Matthayomsuksa 5 Students

Abstract

This investigation aimed to: 1) examine current and desirable conditions, 2) develop and validate a problem-based learning model in science education designed to enhance problem-solving abilities, academic achievement, and attitudes toward science learning in Additional Chemistry: Electrochemistry for Matthayomsuksa 5 students, 3) implement the instructional model, and 4) evaluate and validate the efficacy of the model. The study employed Research and Development (R&D) methodology. The sample comprised 30 Matthayomsuksa 5/1 students from Na Kha Wittayakhom School during the second semester of academic year 2024, selected through purposive sampling. Research instruments consisted of instructional plans, academic achievement assessments, problem-solving ability measures, and attitudinal questionnaires. Quantitative data analysis utilized descriptive statistics, arithmetic means, standard deviations, and t-test analyses, while qualitative data underwent document analysis procedures. The findings indicated that: 1) Baseline data revealed current conditions at moderate levels, while desirable conditions registered at the highest level. 2) The developed instructional model incorporated theoretical principles, operational objectives, and a five-phase instructional process: Define the Problem (D), Understand the Problem (U), Experiment (E), Synthesis of Knowledge (S), and Summary & Evaluation (S), supplemented by assessment protocols—designated as the "DUESS Model." 3) Implementation outcomes demonstrated an efficiency coefficient of 81.27/82.18 and an effectiveness index of 0.7249. Students exhibited statistically significant improvements in problem-solving capabilities and academic achievement at the .05 significance level, with attitudinal measures toward the instructional model reaching the highest positive rating. 4) The evaluation and validation assessment of the model yielded highest-level appropriateness ratings.