Comparisons of Learning Achievement, Science Process Skills and Scientific Attitude of Prathomsueksa 6 Students who learned Using the Project Teaching Approach and Learning Activities Using Problem-Based Learning.

Abstract

Management science that focuses on student learning is important. Aiming
to improve academic achievement. Science process skills. The need for learning science.
Consistent with the nature of the subject. This research aims: (1) to develop a project
plan for learning and using problem-based learning. 75/75 cost-effective basis, (2) to
find the index of effectiveness of management plans and management projects, learning
by problem-based learning (3) to compare academic achievement. Science process skills.
And students' attitudes towards learning science grade 6, the learning project. And problembased learning between before and after school (4) to compare results. Learning science
process skills. And students' attitudes towards learning science grade 6, the learning project
and problem-based learning. The samples used. In this research, including students at
six schools login Erawan District Office of Education at the second semester of the academic
year 2553, the second of two classes. 40 students who had been randomized group (Cluster
Random Sampling) patterns. The trial of a Randomized Two–Group Pretest– Posttest Design
tool. In this study include: (1) project management learning and problem-based. The
learning of science in everyday life. Grade 6 and up. 10 sheets (2) test measures the
achievement of the 30 items with the classification of all (B) from 0.21 to 0.78 with difficulty
between 0.35 to 0.67 and the confidence both to the 0.89 (3) test. The science process
skills, 40 all have the power to identify cases and from 0.25 to 0.80, the difficulty is between
0.28 to 0.76 and the confidence of both to equal 0.82 (4) a measure of attitudes towards
learning science, 20 on there. The classification of power between 0.24 to 0.49 and a
confidence equal to 0.88, and the statistics used in data analysis and the average standard
deviation of the effective index. Hypothesis testing using t – test (Dependent Samples)
and Hotelling’s T2 As a result of the research. 1. Unit Plan. The learning of science in
everyday life. Grade 6 students' learning project management and problem-based learning,
the researchers created a powerful 81.43/87.50 and 81.65/88.50, r espectively. 2. Unit
Plan. The learning of science in everyday life. Grade 6, students learn to manage a project
and learn to deal with the problem. Effectiveness equal to 0.7058 and 0.7346 is the base,
respectively. 3. The student who has been learned by the project and the students are
learning problem. There is the achievement. Science process skills. And attitudes to wards
learning science. The school has increased from the previous study. Statistically significant
at the .05 level. 4. Students who have been learned by the project. An achievement.
Science process skills. And attitudes towards learning science. More students with problems.
Is a statistically significant level of 0.01. In short, students learn to use the project. An
achievement. Process skills. Of science. And attitudes towards learning science. Higher
than students using problem-based. Thus, teachers and those involved in education. This
method can be used in the activity. Teaching and learning of science content to other
matters.