The Effects of Guidance Activities Based on the Inquiry Method to Increase Critical Thinking Skills of the Second Year of Secondary School Students at Siriwat Wittaya School
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Abstract
The research article aimed at comparing the effects of guidance activities based on the inquiry method to increase critical thinking skills between students in experimental and control groups. The study employed quasi-experimental research method. The population was 32 students from Siriwat Wittaya School in the second year of secondary school, second semester of the academic year B.E. 2564. Sixteen of these students were in Classroom A, while the other sixteen were in Classroom B, both of which were chosen via cluster sampling. A sample group was 32 students from Siriwat Wittaya School in the second year of secondary school, second semester of the academic year B.E. 2564. Sixteen of these students were in experimental group, while the other sixteen were in control group, who volunteered to participate in guidance activities. The statistics used for data analysis were mean, standard deviation, and parametric statistic.
From the study, the following results are found: 1) The post-test of students’ critical thinking skills after their participation in guidance activities based on the inquiry method is higher than pretest, with a statistical significance of 0.05 level; and 2) The critical thinking skills of students in experimental group after their participation in guidance activities based on the inquiry method are higher than the control group, with a statistical significance of 0.05 level. Students' critical thinking skills are effectively developed by participating in guidance activities based on the inquiry method to increase critical thinking skills.
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