A Study of Grade 10 Students’ Analytical Thinking Ability and Learning Achievement in Biology Using Problem-Based Learning together with Mind-Mapping Technique
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Abstract
The objectives of the present study were 1) to develop grade 10 students’ analytical thinking ability by using problem-based learning along with mind-mapping technique so that at least 70% of the student group made a mean analytical thinking score of 70% or better, 2) to develop the students’ learning achievement in a biology course so that 70% of the student group made a mean learning achievement score of 70% or better and 3) to study the students’ satisfaction with the learning activities basing on the problem-based learning and mind mapping technique.
The target group consisted of 30 grade-10 students in Tepalai School, under the Office of Secondary Education Area 31, during the second semester of the 2014 school year. The study follows the One-Shot Case Study research procedure for data collection. The instruments used in the study consisted of two categories of l) experimental tool which consisted of five lesson plan which took 15 instructional periods to complete and 2) data collection tool which consisted of an analytical thinking ability test, a learning achievement test and a questionnaire for investigating the students’ satisfaction with the learning activities.
The findings:
1) The students made a mean score of 77.86% on analytical thinking ability and 24 students (or 80.00% of the group) passed the 70% passing criterion.
2) The students made a mean learning achievement score of 80.00% and 23 students (or76.66% of the group) passed the 70% passing criterion.
3) The evaluation of student satisfaction with the learning activities was done in five categories, i.e. the teacher’s teaching behavior, learning activities, the use of instructional media, measurement and evaluation and the benefits obtained from learning activities. It was found that the students’ satisfaction with instructional media ranked the “highest.” The next category that ranked second in significance according to the students’ opinion was the learning activities. The students’ opinion regarding the benefits they obtained from learning activities ranked third; the measurement and evaluation of the students’ performance ranked fourth; and the last category which concerned the students’ satisfaction with the teacher’s personality ranked fifth or the least.
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