The Development of Grade 4 Students’ Analytical Thinking Ability through 5E’s Learning Activities and TAI Technique

Abstract

          The objectives of this study were 1) to develop  grade 4^th students’ analytical thinking ability through 5E’s Learning Activities and TAI Technique in order that the students made a mean achievement score of 70% or better and that at least 70% of the student group passed the criterion and 2) to study grade 4^th students’ satisfaction with the 5E’s learning activities together with TAI Technique.  The study applied the One-Shot Case Study Model for the experiment.  The sample group consisted of 39 grade 4^th students in Classroom No. 4/5 at Worraraj Wittaya School who were purposively selected during the second semester of the 2020 academic year. The school is under the Office of Private Education Promotion Board.  Research instruments included 1) 5 lesson plans on the mathematics subject of the decimal system based on the 5E’s Learning Activities and TAI Technique which took 10 instructional periods to complete, 2) a 40-item objective learning achievement test on the analytical thinking ability and 3) a questionnaire for eliciting the students’ opinions about the learning activities based on the 5E’s Learning together with TAI Technique.  The questionnaire consisted of 15 items with a 5-level rating scale.  The collected data were analyzed by means of percentage, arithmetic mean and standard deviation.
          The findings show that:
          1. The students made a mean learning achievement score of 32.12 or 80.32% of the full marks in analytical thinking ability, and 34 students or 87.17% of the sample group passed the 70% criterion which is higher than the prescribed criterion,
          2. The students’ satisfaction with the learning activities based on the 5E’s Learning and the TAI Technique, overall, was ranked at “the highest” level. However, when each of the 5 aspects was scrutinized separately, it was found that the aspect of measurement and evaluation was ranked “the highest” level ( = 4.92, S.D. = 0.34), the learning activities was ranked ‘the highest” level (  = 4.89, S.D. = 0.32), the learning atmosphere was ranked “the highest” level ( = 4.85, S.D. = 0.29) , the instructional media was ranked “the highest” level ( = 4.83, S.D. = 0.22), and the teacher’s action was also ranked “the highest” level ( = 4.82, S.D. = 0.31).