THE DEVELOPMENT OF ACTIVE LEARNING MODEL THAT PROMOTES HIGHER ORDER THINKING COMPETENCIES AND SELF-MANAGEMENT COMPETENCIES OF STUDENTS IN THE SERVICE AREA OF PHUKET RAJABHAT UNIVERSITY
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Abstract
This research aimed to 1) develop indicators of higher-order thinking competencies and self-management competencies for Prathom 6 (Grade 6) students in the service area of Phuket Rajabhat University, 2) develop an active learning model that promoted higher-order thinking competencies and self-management competencies, and 3) evaluate the effectiveness of the developed active learning model. The research was conducted in three phases: Phase 1 involved the development of indicators for higher-order thinking and self-management competencies; Phase 2 focused on the development of the active learning model to enhance these competencies; and Phase 3 evaluated the effectiveness of the active learning model in promoting higher-order thinking and self-management. The research instruments consisted of a higher-order thinking competency test, with item difficulty indices ranging from 0.38 to 0.90, discrimination indices ranging from 0.20 to 0.60, and a reliability coefficient of 0.74, as well as a self-management competency assessment with a reliability coefficient of 0.71. Statistical methods used included descriptive statistics, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), dependent samples t-test, and content analysis.
The research findings revealed that 1) higher-order thinking competencies comprised four components: (1) critical thinking, (2) systems thinking, (3) creative thinking, and (4) problem-solving thinking. Self-management competencies consisted of four components: (1) self-esteem, (2) life goal setting, (3) emotional and stress management, and (4) problem and crisis management. Moreover, 2) the active learning model consisted of six stages: (1) Stimulation and Experience, (2) New Knowledge Provision, (3) Activity Organization, (4) Presentation, (5) Share, and (6) Improvement and Implementation. In addition, 3) the effectiveness evaluation results showed that the developed active learning model significantly enhanced students' higher-order thinking competencies and self-management competencies at a statistical significance level of 0.01, with the exception of the indicator of confident behavior in front of others, which showed no statistically significant difference. Students had high satisfaction levels with the active learning model.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความ Journal of Global of Perspectives in Humanities and Social Sciences (J-GPHSS) มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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