Development of Learning Activities in Biology that Promote a Growth Mindset and Learning Achievement for Grade 10 Students
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Abstract
This research aimed 1) to develop learning activities in biology that promote a growth mindset and learning achievement for Grade 10 students, 2) to compare the growth mindsets and the learning achievements of students taught with learning activities that promote growth mindset and learning achievement and students who received traditional teaching. The qualitative sample obtained from purposive sampling consisted of 3 growth mindset experts. The quantitative sample consisted of 2 groups of grade 10 students who studied in the academic year 2021 in Cha-uat School, obtained from cluster random sampling. Using simple random sampling, one group of 30 students became the experimental group and the other, with 32 students, was the control group. The experimental group was instructed with the activities that aimed to promote a growth mindset and learning achievement, while the control group received a traditional instruction. The research tools included 1) 5 lesson plans to promote the growth mindset and learning achievement and another 5 lesson plans following traditional instruction; 2) a learning achievement test containing 30 items, having the item discrimination from 0.22 to 0.73 and the total reliability of 0.91; 3) a checklist to measure the growth mindset containing 30 items, having the discrimination from 0.34 to 0.74 and the total reliability of 0.92; The analysis of data employed the mean, standard deviation and Hotelling T2.
The results of the study were as follows: 1) the learning activities in biology that promote a growth mindset and learning achievement consisted of 4 steps: ensuring that intelligence is changeable; participatory quest, summarizing and reflection on learning outcomes; 2) the students instructed with learning activities aiming to promote a growth mindset and learning achievement had their growth mindset and learning achievement higher than the students who received traditional instruction, with statistical significance at the .05 level. Therefore, it can be seen that the four-step learning management that had been developed could practically promote students’ growth mindset and learning achievement.
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