Strategy to Develop Analytical Thinking Skills of the Eleventh Grade Students of the World Class Schools in Ubon Ratchathani Province

Abstract

The objectives of the research were to study the critical thinking potential of Mattayomsueksa

5 students of the World Class Standard schools in Ubon Ratchathani province, to create and experiment

the strategies, and to evaluate the strategies. The population used in the first phase was 340 Mattayomsueksa 5 students whose size was determined by Krejcie and Morgan’s criterion.  In the

second phase, the research was divided into three steps. 1) An analysis of internal and external conditions:

the target group numbered 30 that was specifically selected. 2)  A total of 13 expertsparticipated in focus

group. 3) Experimental use of the strategies:  the target was 30 students specifically selected In the third

phase concerning an evaluation of a possibility and suitability of the strategies, 20 experts were employed.

The research instruments were a questionnaire having a congruence index value equivalent to 0.8-1.0 and

a confidence value equivalent to 0.85,  a SWOT Analysis, a satisfaction evaluation form, an evaluation

form on suitability and possibility of the strategies. Statistics used were mean, standard deviation, SWOT

TOWS Matrix and content analysis. 

              The research found that: (1) The critical thinking potential of Mattayomsueksa 5 students of

the World Class Standard schools in Ubon Ratchathani province was moderate averaging 3.37.  (2) Creation

and use of the strategies:  the analysis of external and internal conditions showed that the strength was

equivalent to 3.99 and weakness was equivalent to 4.30, opportunity was equivalent to 4.22, and an obstacle was equivalent to 3.32.  The four strategies consisted of 16 tactics, 45 measures and 45 indicators.  The four strategies were as follows; 1). Support for World Class Standard schools in developing

the critical thinking potential of learners;  2)  improvement of the potential of learners of the standardized

schools; 3)  development of supportive factors in education to increase the critical thinking potential of

learners;  4)  promotion of the cooperation between  the networks to drive the development of the critical thinking potential. The use of strategy 2, tactic 2.2 showed that students were satisfied with independent learning activities in three aspects.  It averaged 3.80. (3)  An evaluation of the strategies under study found that vision was found to be suitable and possible at a high level; mission was suitable at the highest level;  the possibility was at a high  level.  The objectives were suitable and possible at a high level. Strategy 1,2,3,4 was suitable and possible at a high level.