THE DEVELOPMENT OF AN INSTRUCTIONAL MODEL FOR THE CAREER AND TECHNOLOGY SUBJECT TO ENHANCE ANALYTICAL THINKING ABILITY AMONG GRADE 6 STUDENTS

Abstract

The objectives of this research were to: (1) study the current situation, problems, and needs in the teaching and learning management of mathematics subjects to promote analytical thinking ability among Grade 6 students; (2) develop and determine the efficiency of an instructional model for the Career and Technology subject to enhance analytical thinking ability among Grade 6 students; (3) examine and compare the students’ analytical thinking ability before and after learning through the developed instructional model; and (4) evaluate the effectiveness of using the instructional model for the Career and Technology subject in promoting analytical thinking ability among Grade 6 students. The target group consisted of 35 Grade 6/1 students studying in the Career and Technology subject at Wat Pamok Municipal Community School (Norasri Wittayakarn) during the second semester of the 2024 academic year, selected through cluster random sampling. The research instruments included lesson plans, an analytical thinking ability test, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and dependent t-test statistics.
The findings revealed that: 1. the current situation and problems indicated that students’ analytical thinking ability directly affected their learning and daily life. The national education policy therefore emphasizes the development of students’ analytical thinking skills. The survey showed that 61% of students had a low level of analytical thinking ability. Teachers’ instructional practices to enhance analytical thinking were at a moderate level, while their needs for instructional development were at the highest level 2. The developed instructional model was based on Piaget’s cognitive development theory, Thorndike’s connectionism theory, Papert’s constructionism theory, and Johnson & Johnson’s cooperative learning theory. The model consisted of five components: and assessment. The instructional process comprised five steps: The model achieved an efficiency of 80.00/80.10, meeting the 80/80 standard criterion. 3. The students’ post-test analytical thinking scores were significantly higher than their pre-test scores at the .05 level. 4. Students’ overall satisfaction with learning through the model was at a high level and expert evaluations indicated that the model was highly appropriate.