A Study of Learning Achievement in Elements in The Periodic Table and Attitudes toward Science of grade 11 students Using Cooperative Learning Combined with Periodic Table Quiz Application

Abstract

                 The purpose of this research were to: (1) compare the who were learning achievement in  elements in the periodic table of Grade 11 students   taught through cooperative learning combined with the Periodic Table Quiz application with the 70 percent criterion, (2) compare students’ learning achievement and attitudes toward science after learning through cooperative learning combined with the Periodic Table Quiz application with those of students taught using traditional teaching methods. The sample consisted of Grade 11  students from the science and mathematics program in two classrooms of Banglamung School in the second semester of the 2024 academic year. One class, the experimental group consisted of 39 students, and  the other  class, the controlled group consisted of 40 students. The research instruments were : 1) lesson plans using the application “Periodic Table Quiz” in a cooperative learning, approach 2) lesson plans, 3) the academic achievement test, 4) on a Attitudes toward science questionnaire. The data were analyzed using mean, standard deviation, the dependent sample t-test and the one sample t-test.

                The results showed that (1) the learning achievement of Grade 11 students who received the cooperative learning combined with Periodic Table Quiz application was higher than the 70 percent criterion at the .05 level of significance, (2) the learning achievement of Grade 11  students who received the cooperative learning combined with Periodic Table Quiz application after learning was higher than students taught using traditional teaching methods, criterion at the statistical significance at the .05 level, and students who received the cooperative learning combined with Periodic Table Quiz application showed was significantly higher toward science than those who  taught  traditional teaching methods criterion attitudes significance level of at the .05