The effect of problem-based learning management issue of topic thermal Energy on student achievement and critical thinking of students Mathayom Suksa 1 Large secondary school Nakhon Sawan Province

Abstract

The purposes of this research were 1) to compare science learning achievement in the topic of thermal energy of Mathayom Suksa I students between groups learning under problem-based learning management with a group that learning under conventional learning management 2) to compare critical thinking ability of Mathayom Suksa I students between groups learning under problem-based learning management with a group that learning under conventional learning management 3) to compare critical thinking ability of students between before and after receiving problem-based learning management.         

The research sample consisted of 80 Mathayom Suksa I students in two intact classrooms of 40 students each at Latyaowitthayakom secondary school in Nakhon Sawan province in the first semester of the 2019  academic year,  obtained  by cluster random sampling  then randomly  assigned  one classroom

to be experimental group learning under problem-based learning management, and another classroom tobe control group learning under regular learning management. The research instruments used in this study were problem-based learning management plans, conventional learning management plans, a science learning achievement test, and a critical thinking ability test. Statistic used for data analysis were the mean, standard deviation, ANCOVA and t-test.

The research findings revealed that (1) the post-learning science learning achievement scores in the topic of thermal energy of the experimental group and control group were not significantly different; (2) the post-learning critical thinking scores of the experimental group were significantly higher than the control group at the .05 level of statistical significance.; and (3) the post-learning critical thinking scores of the experimental group were significantly higher than their pre-learning counterpart scores at the .05 level of statistical significance.