The Multilevel Structural Equation Model Factors Influencing to Analytical Thinking of Mattayomsuksa 4 Students.

Abstract

The objectives of this research were 1) to multilevel confirmatory factor analysis factors
Influencing to analytical thinking of Mattayomsuksa 4 students 2) to develop and validate the
multilevel structural equation model of factors Influencing to analytical thinking of Mattayomsuksa
4 students. The sample consisted of 1010 students enrolling Matthayomsueksa 4 from 22
secondary schools ,obtained using the stratified random sampling technique. The instruments used
for collecting data were 30-item an analytical thinking ability test with difficulties (p) ranging 0.20 –
0.59, discrimination powers (r) ranging 0.24–0.64 and a reliability of 0.79 ; 21-item an intelligence
test with difficulties (p) ranging 0.30–0.71, discrimination powers (r) ranging 0.24–0.58 and a
reliability of 0.80 and measured 5-point rating-scale Include a measure of achievement motivation,
learning attitude, teaching and learning activities and the atmosphere in the classroom,
discriminating powers (rxy) ranging 0.274–0.748 and a reliability (α) ranging 0.700–0.918. Data
analysis based on descriptive statistics , confirmatory factor analysis (CFA), multilevel confirmatory
factor analysis (MCFA), structural equation modeling (SEM) and multilevel structural equation
modeling (MSEM). The results of research showed that:
1. The multilevel confirmatory factor analysis (MCFA) of analytical thinking fit quite
well with the empirical set .(  2 = 0.132 df = 2 p = 0.936 CFI = 1.000 TLI = 1.002 RMSEA = 0.000
SRMRW = 0.031 SRMRB = 0.024) . The statistical analysis showed further that , the factor loading
for observe variables ranging 0.702 – 0.808 , the .01 level of significance .
2. The proposed multilevel structural equation model of analytical thinking fit quite
well with the empirical set. (  2 = 1039.627 df = 483 p = 0.000 CFI = 0.925 TLI = 0.923 RMSEA =
0.049 SRMRW = 0.041 SRMRB = 0.347 และ  2 /df = 2.15). The statistical analysis showed further
that, the student-level variables Influencing to analytical thinking of significance included :
intelligence (0.993), learning attitude (0.218) and achievement motivation (0.012) respectively.
Whereas for the classroom-level variables, only atmosphere in the classroom of the unit
significantly was Influencing to analytical thinking (0.980). The predictor variables at the student
and classroom level accounted for the variance of the analytical thinking of about 96.40% and
10.80% respectively.