Effects of Learning Management Using a Learning Design from Creating Chemistry Visualization Coupled with a CIPPA Model Affecting Chemistry Learning Achievement and Scientific Reasoning Ability of the High School Students at Triamudom Suksa School in the Northern Region in Phitsanulok Province
Abstract
The objectives of this research were 1) to compare between the chemistry learning achievement of the students taught by learning management using a learning design from creating chemistry visualization coupled with a CIPPA model and the chemistry learning achievement of the students taught by regular learning management, 2) to compare between the chemistry learning achievement of the students taught by learning management using a learning design from creating chemistry visualization coupled with a CIPPA model and the criterion of 80%, 3) to compare the scientific reasoning ability between the students taught by using learning management using a learning design from creating chemistry visualization coupled with a CIPPA model and the students taught by regular learning management, and 4) to compare between the scientific reasoning ability of the students taught by learning management using a learning design from creating chemistry visualization coupled with a CIPPA model and the criterion of 80%. The samples were the students studying in the 10th grade at Triamudom Suksa School in the Northern Region in Phitsanulok Province. They were selected by purposive sampling from 2 rooms: 43 students from Room 4.2 for an experimental group and 42 students from Room 4.3 for a control group. The research instruments were a learning management plan using a learning design from creating chemistry visualization coupled with a CIPPA model, a regular learning management plan, a chemistry learning achievement test, and a test used to evaluate the scientific reasoning ability.
The research findings were as follows.
- The students taught by learning management using a learning design from creating chemistry visualization coupled with a CIPPA model had the mean score of the chemistry learning achievement higher than the students taught by regular learning management with the statistical significance at the level of .05.
- The students taught by learning management using a learning design from creating chemistry visualization coupled with a CIPPA model had the mean score of the chemistry learning achievement higher than the criterion of 80% with the statistical significance at the level of .05.
- The students taught by learning management using a learning design from creating chemistry visualization coupled with a CIPPA model had the scientific reasoning ability higher than the students taught by regular learning management with the statistical significance at the level of .05.
- The students taught by learning management using a learning design from creating chemistry visualization coupled with a CIPPA model had the scientific reasoning ability higher than the criterion of 80% with the statistical significance at the level of .05.
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