EFFECT OF PROJECT-BASED LEARNING THROUGH COACHING ON SCIENCE ACHIEVEMENT AND PROBLEM-SOLVING ABILITY IN SCIENCE OF GRADE 3 PRIMARY STUDENTS

Abstract

The purpose of this research were to 1) to compare the science achievement and  problem-solving ability in science after learning among students who learned by project-based learning through coaching and students who learned by conventional method and 2) to compare science achievement and problem-solving ability in science between before and after learning by project-based learning through coaching. Samples were 2 classes with 70 students, randomly selected by simple random sampling. Research instruments were 1) lesson plan which focus on project-based learning through coaching 2) science achievement test and 3) problem solving ability test. The collected data were analyze by using means, standard deviation and t-test. The research findings were as follow;

            1) Science achievement of students in an experiment group who learned by project-based learning through coaching and control group who learned by conventional method were significantly difference at .05 level. An experiment group had a higher science achievement score than the control group.             

             2) Science achievement between before and after learning by project-based learning through coaching were significantly difference at .05 level. Students in an experiment group had a science achievement after learning higher than before learning.

            3) Problem-solving ability in science of students in an experiment group who learned by project-based learning through coaching and control group who learned by conventional method were significantly difference at .05 level. An experiment group had a higher problem-solving ability than the control group.

            4) Problem-solving ability in science between before and after learning by project-based learning through coaching were significantly difference at .05 level. Students in an experiment group had a problem-solving ability after learning higher than before learning