The Development of Grade 3 Students’ Scientific Process Skill and Learning Achievement through Problem-Based Learning Activities -

Abstract

          The objectives of this study were 1) to develop Grade 3 Students scientific process skill through Problem-Based Learning Activities in order that the students made a mean score of 70% of the full marks or better and no less than 70% of them passed the criterion, 2) to develop the students’ learning achievement in science through Problem-Based Learning Activities in order that they made a mean score of 70% of the full marks or better and at least 70% of them passed the criterion and 3) to study the students’ satisfaction about learning through Problem-Based Learning
          Activities.TheDesign was used for the study, and the target group consisted of 14 Grade 3 Students in Ban Prao Nua School, under Nongkhai Office of Primary Education Service Area 1, who were selected through purposive sampling during the second semester of the 2020 academic year.  The study applied the One-Group Posttest Only Design for the experiment, and research instruments included 1) 6 lesson plans on the science subject of “The World Phenomena” basing on the Problem-Based Learning Activities, 2) a 20-item objective test on the subject of “The World Phenomena” for measuring the students’ science process skill, 3) a 20-item, objective learning achievement test and 4) a questionnaire with a 5-level rating scale for finding the students’ levels of satisfaction with the learning activities.  The collected data were analyzed by means of percentage, arithmetic mean and standard deviation. 
          The findings show that:
          1. The students made a mean score of 84.23% of the full marks in scientific process skill and 85.71% of them passed the prescribed criterion,
          2. The students made a mean learning achievement score of 80.06% of the full marks and 85.71% of them passed the prescribed criterion,
          3. The students’ satisfaction with the learning activities, basing on the Problem-Based Learning, overall, was at the “highest” level of satisfaction (X = 4.83).  However, when each of the 5 aspects were scrutinized separately, it was found that the aspect of instructional media ranked the “highest” level (X = 4.91), the teacher’s character was ranked at the “highest” level (X = 4.89), the organization of learning activities was ranked at the “highest” level (X = 4.83), the measurement and evaluation  was ranked at the “highest” level (X = 4.81), while the learning atmosphere was ranked at the “high” level only (X = 4.74)