The Factors Influencing of the Growth Analytical Thinking of Prathomsuksa 6 Students, in Si Sa Ket Province : An Analysis of Multilevel Structural Equation Latent Growth Curve Model

Abstract

The two purposes of this thesis were 1) to develop and test the proposed
multilevel latent growth curve model of the growth analytical thinking , 2) to develop and
test the proposed multilevel structure equation latent growth curve model of the growth
analytical thinking. The research sample consisted of 1,256 Prathomsuksa 6 students from
61 schools in Si Sa Ket province in 1st semester academic year 2011, selected by the twostage random sampling technique. The research instrument consisted 1) a 30-item multiple
choices analytical thinking test with difficulties (p) of item ranged between 0.41-0.75
discrimination value of item (r) ranged between 0.53-1.00 with a total reliability (KR20) of
0.95 ; 2) a 30-item a scale on factors affecting analytical thinking with three parts : attitudes
toward learning, self-efficacy and quality of instruction inventory with discrimination value of
item
(t-test) ranged between 4.13-13.59, 5.23-13.02 and 5.40- 21.917 with a total reliability ( α )
of 0.87, 0.90 and 0.96 . The data were repeatedly collected for three times, each time was
approximately three weeks after each collected. The data analyses was employed
descriptive statistics, by computer program.
The major findings were 1) The proposed multilevel latent growth curve model of
the growth analytical thinking fited with the empirical data set ( χ2 = 6.976, df = 4,χ2 /df =
1.747, p = 0.137, CFI = 1.000, TLI = 0.999, RMSEA = 0.024, SRMRW= 0.000, SRMRB = 0.004) 2)
The proposed multilevel latent growth curve model of causal factors influencing the growth
analytical thinking fited with the empirical data set (χ2= 123.971, df =102, χ2/df = 1.215,
p=0.068, CFI 0.998, TLI = 0.998, RMSEA = 0.013, SRMRW = 0.013, SRMRB = 0.079).
The statistical analysis showed that the student level variables such as attitudes toward
learning and self-efficacy had significantly direct effect on growth analytical thinking.
The direct effect are about 0.405 and 0.409, self-efficacy has indirect effect through
attitudes toward learning on growth analytical thinking about 0.252. In the classroom level,
it was found that attitudes toward learning, self-efficacy and quality of instruction had
significantly direct effect on growth analytical thinking. The direct effect are about 0.357,
0.470 and 0.170, quality of instruction had indirect effect through attitudes toward learning
and self-efficacy on growth analytical thinking about 0.317 and 0.375. The predictor variables
both student and classroom levels accounted for the variance of growth analytical thinking
about 53.60% and 85.00%.