A Discriminant Analysis of Higher-Ordered Thinking Skills of Mathayomsueksa 3 Students under the Office of Secondary Education Service Area Zone 20.

Abstract

Education reform policies in the 2009 – 2018. The ability of critical thinking
and creative thinking skills, a higher - ordered thinking skills of Mathayomsueksa 3 .
This research aimed to compare factors influencing higher - ordered thinking skills and
to discriminately analyze the factors influencing higher – ordered thinking skills of the
Mathayomsueksa 3 students who had high and low higher – ordered thinking skills.
Samples were 500 Mathayomsueksa 3 students attending in the academic year of
2012 under the Office of Secondary Education Service Area Zone 20, obtained using
the multi – stage random sampling technique. Research instruments consisted of
1) multiple - choice test 20 items, 4 - choices with difficulties (p) ranging 0.38 to 0.50,
discriminating powers (r) ranging 0.20 to 0.58 and a reliabilities of 0.75 and select type 12-
items with difficulties (p) ranging 0.37 to 0.50, discriminating powers (r) ranging 0.34 to 0.56
and a reliabilities of 0.72 2) an 6 – part, 10 items each ; 60 items questionnaire on factors
influencing higher - ordered thinking skills consisted of a questionnaire on achievement
motivation, attitude toward learning, self - concept, child raising, classroom climate and
efficiency in teaching with discriminating powers ranging 0.42 to 0.75 and reliabilities ranging
0.78 to 0.91. The collected data were analyzed by a discriminate analysis.
The results of the study were as follows:
1. The comparison of the factors between the students with different high
and low higher–ordered thinking skills showed the variables of achievement motivation,
attitude toward learning, self - concept, child raising, classroom climate and efficiency
in teaching receiving differently at .01 level of significance.
2. Effect analysis of classification variables that affect higher– ordered thinking
skills of critical thinking and creative thinking of Mathayomsueksa 3 students as
follows :
2.1 There were 3 variables that discriminated students who had higher
– ordered thinking skills of critical thinking consisted of self - concept (X3), attitude
toward learning (X2) and child raising (X4). students in the advanced group have a positive
Group Centroids is 0.39 and students in a lower group have a negative Group Centroids is a -
0.67, which are very different. Show that the equation can recognize the group. which could
predict members of the students with different life skills accurately at 70.20 percent.
The discriminant equations in raw and standard scores were as follows :
The discriminate equation in raw scores
Y’1 = –9.411 + .133 X3 + .070 X2 + .055 X4
The discriminate equation in standard scores
Z’y1 = .669 Z3 + .344 Z2 + .301 Z4
2.2 There were 3 variables that discriminated students who had higher
– ordered thinking skills of creative thinking consisted of self - concept (X3), efficiency
in teaching (X6) and child raising (X4) students in the advanced group have a positive Group
Centroids is 0.27 and students in a lower group have a negative Group Centroids is a -1.06,
which are very different. Show that the equation can recognize the group. which could
predict members of the students with different life skills accurately at 74.00 percent.
The discriminant equations in raw and standard scores were as follows:
The discriminate equation in raw scores
Y’2 = –9.366 + .139 X3 + .064 X6 + .052 X4
The discriminate equation in standard scores
Z’y2 = .687 Z3 + .328 Z6 + .282 Z4