The Development of Learning Activities Using Self-Directed Learning Combined with Higher-Order Questioning Techniques to Enhance Analytical Thinking Skills of Grade 9 Students
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Abstract
This study was preliminary experimental research with the following objectives: 1) to develop learning activities to enhance analytical thinking in Thai language for Grade 9 students through self-directed learning combined with higher-order questioning techniques; 2) to compare students’ analytical thinking abilities before and after learning; and 3) to examine students’ satisfaction with the learning activities. The sample consisted of one Grade 9 classroom of 39 students, selected through stratified random sampling. Research instruments included 1) eight lesson plans on Thai language loanwords; 2) an analytical thinking assessment with a reliability coefficient of 0.95 and a content validity index ranging from 0.6 to 1.0; and 3) a questionnaire measuring student satisfaction with the self-directed learning combined with higher-order questioning, which received the highest propriety rating ( = 4.78, S.D. = 0.16). Data were analyzed using percentages, means, standard deviations, and t-tests.
The findings revealed that: 1) The self-directed learning activities combined with higher-order questioning were rated as highly suitable for promoting analytical thinking ( = 4.94, S.D. = 0.21), and students achieved a mean score (
) of 96.82% (S.D. = 0.18) after the activities; 2) A comparison of pre- and post-test results showed a statistically significant improvement in students’ analytical thinking at the 0.05 level; and 3) Student satisfaction was high (
= 4.37, S.D. = 0.76), with the highest satisfaction reported in teaching techniques (
= 4.52, S.D. = 0.67), followed by learning activities, attitudes, and content, respectively. Additionally, students provided positive feedback regarding the learning activities.
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