The Development of Problem-solving Ability and Learning Achievement in Chemistry Subject of Mathayomsuksa 6 Students
The aims of this classroom action research were 1) to develop students’ Problem Solving Ability in order to pass the criteria of 70% 2) to examine the learning achievement in chemistry subject. The sample group was selected by the purposive sampling with 19 students of Mattayomsuksa 6 who were considered as having limited in problem-solving ability. The purposive sampling was used to select the target group. The classroom action research consisted of 3 cycles. Furthermore, there were two participants in this study which were the chemistry co-teacher and the teacher in department of science. The instruments employed in this study were: 1) the problem-solving ability test 2) chemistry learning achievement test 3) problem solving observation form 4) Learning activity report 5) reflective 6) interview form 7) lesson plan. The results from classroom action research revealed that: 1) In phase 1, the students who learned by Problem-Based Learning had average score of Problem Solving Ability at 5.49 or 68.64%. There were 10 students from the sample group passed the criteria at a percentage of 70 which was 52.63%. Learning achievement score were 8.05 or 80.53%. 2) In phase 2, the students who learned by Problem-Based learning that cooperated with social media had average score of Problem Solving Ability at 5.49 or 68.64. There were 14 students from the sample group passed the criteria at a percentage of 70 which was 73.68%. Learning achievement score was 7.47 or 74.74%. 3) In phase 3, the students who learned by Problem-Based Learning cooperated with KWL technique had average score of Problem Solving Ability at 6.31 or 78.84%, There were 18 students passed the criteria at a percentage of 70 of total scores which was 94.74% The learning achievement score were 12.58 or 83.86%.
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ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับมหาวิทยาลัยราชภัฎร้อยเอ็ด และคณาจารย์ท่านอื่นๆในมหาวิทยาลัยฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใดๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว