A Model of Learning Management to Promote Critical Problem-Solving Competence among Grade 7 Students
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Abstract
The purposes of this study were: 1. to synthesize the instructional procedures for developing critical problem-solving ability of Grade 7 students, 2. to develop an instructional model to enhance critical problem-solving ability of Grade 7 students, 3. to examine the effects of implementing the developed instructional model, and 4. to investigate students’ satisfaction with the instructional model. The participants were 52 Grade 7 students, selected by cluster random sampling. The research instruments included an instructional model manual, lesson plans, a critical problem-solving ability test, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, t-test, and analysis of covariance (ANCOVA).
The research findings were as follows: 1) The synthesized instructional process consisted of five stages: (1) motivation and problem situation setting, (2) exploration and explanation, (3) decision-making and practice, (4) presentation and discussion, and 5) conclusion and application; 2) The instructional model comprised four key components: (1) principles, concepts, and theories, (2) objectives, (3) instructional procedures, and (4) assessment and evaluation. The quality of the model, its manual, lesson plans, and satisfaction questionnaire, as assessed by experts, was rated at the highest level of propriety. The reliability coefficient of the critical problem-solving test was 0.71; 3) The effectiveness index of the instructional model was 0.4726 (47.26 percent). The posttest scores of the experimental group were significantly higher than the pretest scores at the .05 level. Moreover, the posttest scores of the experimental group were significantly higher than those of the control group, as analyzed by ANCOVA at the .05 level; and 4) Students’ satisfaction with learning through the developed model was rated at the highest level.
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