Effects of 7-E, KWL and Conventional Instruction on Analytical Thinking,Learning Achievement and Attitudes toward Chemistry Learning

Rungrawee Siribunnam,Sombat Tayraukham

doi:10.3844/jssp.2009.279.282

Abstract

Problem statement: The purposes of this research were to compare in analytical thinking, science learning achievement and attitudes toward chemistry learning of Matthayomsuksa 5 students who learned using the 7-E learning cycle, KWL learning method and conventional approach. Approach: The sample consisted of 154 Matthayomsuksa 5 students attending in the first semester of the academic year 2008, Phayakkhaphumwitthayakhan School, Phayakkhaphumphisai District, Mahasarakham Province, cluster random sampling technique was employed. The were divided into two experimental groups who learned using the 7-E learning cycle and KWL learning activities and one control group who learned using the conventional approach. Results: The research instruments were: (1) 12 lesson plans for organization of 7-E learning cycle, 12 lesson plans for organization of KWL learning method and 12 lesson plans for organization of the conventional approach; (2) A 30-item analytical thinking test; (3) A 40-item achievement test of science learning achievement and (4) A 20-item of attitudes toward chemistry learning. The statistics used for analyzing the collected data were mean, standard deviation, F-test (one-way MANOVA), Hotelling’s T2 and Univariate t-test. The results of the study revealed that the students who learned using the 7-E learning cycle, KWL learning method and the conventional approach were differently showed analytical thinking, science learning achievement and attitudes toward chemistry learning at the 0.05 level of significance. The students who learned using the 7-E learning cycle showed more science learning achievement than did the students who learned using KWL learning method. Also the result and indicated than analytical thinking, science learning achievement and attitudes toward chemistry learning higher than did the students who learned using the conventional approach. In addition, the students who learned using KWL learning method showed higher analytical thinking than did the students who learned using the conventional approach at the 0.05 level of significance. Conclusion: In conclusion, students who learned using the 7-E learning cycle showed analytical thinking, science learning achievement and attitudes toward chemistry learning higher than did the students who learned by KWL learning and the conventional approach. Therefore, teachers should be supported to implement the 7-E learning cycle in science teaching in the future.

Highlights

If the thinking skills are developed, the students will be ready and they can adapt themselves to face any problem; the students will have virtue, morality and their life long learning
This study aims to compare the students’ analytical thinking abilities, Science learning achievement entitled Acid-Base and attitude toward chemistry learning of matthayomsuksa 5 students learned by the 7-E learning cycle, KWL learning method and the conventional approach
Since the researchers had studied and compared the Mattayomsuksa 5 students’ analytical thinking abilities, study achievements on science entitled Acid-Base and attitudes toward chemistry learning who learned with 7E learning cycle, KWL learning method and regular learning, they got the conclusions as follows, The students learnt by using the 7-E learning cycle model, KWL learning method and the conventional approach differently indicated analytical thinking, science learning achievement on Acid-Base and attitudes toward chemistry learning at the 0.05 level of significance

Summary

Introduction

If the thinking skills are developed, the students will be ready and they can adapt themselves to face any problem; the students will have virtue, morality and their life long learning. Many people had revealed teaching thinking processes in various ways, such as teaching thinking processes by an instant program[1]. Another way, is to teach by following the objectives of the curriculum. Teachers can apply teaching methods emphasizing on thinking development to improve their students’ ability. It is in content but the thinking skills as well. There are many methods that can develop students’ thinking skills such as inquiry and critical reading methods

Objectives

Methods

Results

Discussion

Conclusion