Causal Factors Influencing the Higher-order Thinking of Matthayom Suksa3 students in Udon Thani

Abstract

Higher order thinking was a process of brain initiating by a
complex method and having multiple steps in thinking which were
essential for living in current society. Thus, students should develop
their thinking skill continually and there were several factors affecting
the higher-order thinking. This research aimed to investigate the
causal factors influencing higher-order thinking of Matthayomsueksa 3
students in Udon Thani province and develop a model of causal factors
relationship that influencing higher-order thinking of Matthayomsueksa 3
students in Udon Thani province. Research samples were 843
Matthayomsueksa 3 students attending the second semester of the
academic year 2010 at 26 schools in Udon Thani province obtained
by using the multi-stage random sampling technique. Research tools
were 1) three sets of multiple-choice test containing 12 items each
set; the first test on analytical thinking having difficulty value ranged
from .33 to .77 with a discriminating power ranged from .26 to .60
and a reliability of .83, the second test for a problem solving skill
having difficulty value ranged from .34 to .77 with a discriminating
power ranged from .24 to .68 and a reliability of .80, and the third
test on analytical thinking skill having difficulty value ranged
from .36 to .80 with a discriminating power ranged from .28 to .58
and a reliability of .86; and 2) a measurement of causal factors
influencing the higher order thinking in 5 aspects with 12 items in
each one; namely, learning style aspect with a discriminating power
ranged from .51-.71 and a reliability of .90, the locus of control
aspect with a discriminating power ranged from .22-.71 and a
reliability of .88, the attitudes toward learning aspect with a
discriminating power ranged from .31-.66 and a reliability of .86, the
achievement motivation aspect with a discriminating power ranged
from .42-.63 and a reliability of .87, and the parental care giving
aspect with a discriminating power ranged from .20-.61 and a
reliability of .80. The collected data were analyzed by path analysis
using the computer program.
The results of the research were as follows :
1. The five causal factors had positive relationships with
the ability in higher-order thinking with .01 level of significance and
a coefficient correlation between .39 and .61. The causal factors
ranking from the highest relationship to the lowest relationship were
locus control, attitudes toward learning, parental care giving, learning
style and achievement motivation.
2. The relationship model of the causal factors influencing
the ability of higher-order thinking of the Matthayomsuksa 3 students
in Udon Thani province was consistent with the empirical data (
2
χ
=
218.44, df = 196, P = 0.13, CFI = 1.00, GFI = 0.98, AGFI = 0.96, RMR =
0.031, RMSEA = 0.018). The causal factors having direct influence on
the ability of the higher thinking were attitudes toward learning and
achievement motivation with an influencing coefficient was .18 and .04
respectively. The causal factors that had direct and indirect influence on
the ability of the higher thinking were parental care giving, locus control
and learning style with an influencing coefficient was .57, .42 and .21
respectively. Therefore, all causal factors could describe variation of
the ability in higher-order thinking skill at 46.00 percent.
In conclusion, the findings of this research could be information
in developing teaching and learning to enrich the students’ learning
development. The parents were required to pay attention to the students
learning which would affect on the quality and efficiency of the
students.