DEVELOPING PRESERVICE TEACHERS’ THINKING SKILLS THROUGH INTEGRATED THINKING SKILL ACTIVITIES

Abstract

        The objectives of this study were (1) to compare preservice teachers’ thinking skills related to the enhancement of ethical consciousness before and after participation in integrated thinking skill activities, and (2) to examine their satisfaction with the learning management implemented through these activities. The sample consisted of 30 first-year students (Class 1/1) enrolled at Lopburi College of Dramatic Arts during the first semester of the 2024 academic year, selected through cluster sampling, with all students in the classroom included as participants. The research instruments comprised: 1) lesson plans using integrated thinking skill activities, 2) a thinking skill assessment test, and 3) a student satisfaction questionnaire on learning management through integrated thinking skill activities. Data were analyzed using percentage, mean, standard deviation, and a t-test for dependent samples. The results revealed that students’ post-instruction thinking skills were significantly higher than their pre-instruction scores at the .01 level of statistical significance. Additionally, students reported the highest level of satisfaction with the learning management implemented through integrated thinking skill activities.