The Development of Learning Packages on Electrochemistry by Using Project Base Learning for Mathayomsuksa 6 Students at Princess Chulabhorn Science High School Loei
The purposes of this study were 1) to develop of the learning packages on electrochemistry by using Project base learning (PBL), and to find the efficiency of the package according to the standard criterion of 80/80. 2) to study the effectiveness index of the learning packages on electrochemistry by using PBL. 3) to compare the students’ learning achievement before and after learning through the learning packages on electrochemistry by using PBL. 4) to study the students’ satisfaction towards the learning packages on electrochemistry by using PBL. The samples were 48 Matthayomsuksa 6 students studying in the first semester of the academic year 2016 at Princess Chulabhorn Science High School Loei, they were selected by purposive sampling. The instruments used in this study were 1) sevent sets of the learning packages on electrochemistry by using PBL and sevent lesson plans on electrochemistry for Matthayomsuksa 6 students. 2) a 40-item with 4 multiple-choice achievement test with the reliability value at 0.83, and 3) the satisfaction questionnaire. The statistics used for analyzing the collected data were percentage, mean and standard deviation. The hypothesis was tested by using dependent samples t-test. The findings were as follows: 1.The learning packages on electrochemistry by using PBL had an efficiency of 85.78/82.45, which was higher than the criteria set at 80/80. 2. The developed learning packages on electrochemistry by using PBL had the valued effectiveness index of 0.75. 3. Matthayomsuksa 6 students who learned by learning packages on electrochemistry by using PBL, after learning had higher achievement than before learning at the .01 level of statistical significance. 4. Matthayomsuksa 6 students were satisfied toward the learning packages on electrochemistry by using PBL both as a whole and at each aspect at very high levels. The ranking from the highest to the lowest mean scores were content, roles of teachers, learning management and learning media, respectively.
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