การศึกษาผลการเรียนรู้รายวิชาจลนศาสตร์เคมีและสมดุลเคมี หน่วยกรด เบส ของนักเรียนชั้นมัธยมศึกษาปีที่ 5 โรงเรียนวิทยาศาสตร์จุฬาภรณราชวิทยาลัย มุกดาหาร โดยใช้ชุดกิจกรรมในการสอนแบบฉลาดรู้ (SICAR Model)

Abstract

The objectives of this research were: 1) to study learning outcomes of the course on chemical kinetics and chemical equilibrium on the acid-base unit for Mathayomsuksa 5 students at Princess Chulabhorn Science High School Mukdahan using the activity package based on the SICAR instruction model in terms of learning achievement, scientific skills, group process skills, discipline, and satisfaction; 2) to compare students’ learning achievement before and after the intervention. The samples of this research, obtained through simple random sampling, were 24 Mathayomsuksa 5 students, class 5/1 at Princess Chulabhorn Science High School Mukdahan in the first semester of the academic year 2020. The research was conducted from July 10, 2020 to July 24, 2020. The research instruments included: 1) seven instructional plans; 2) seven volumes of the developed activity packages; 3) 30 test items of four multiple-choice learning achievement test with a reliability of 0.90; 4) a scientific skills evaluation form; 5) a group process skills evaluation form; 6) a discipline evaluation form; and 7) a student satisfaction questionnaire from toward the developed activity package. The data were analyzed by using percentage, mean, standard deviation, t-test for dependent samples.                                  The results of the research revealed that:                                                                                                                            1. The student learning outcomes in terms of learning achievement, scientific process skills, group work skills, discipline and satisfaction toward learning management passed 60 percent of the full criterion score at a high level.                                                                                                                                                                             2. The student learning achievement after the intervention was higher than that of before the intervention at the .05 level of significance.