The Effects of Using Phenomenon-Based Learning together with the R-C-A Question Technique on Science Learning Achievement and Scientific Problem Solving Ability of Grade 5 Students at Chumchon Maitri Uthit School in Nonthaburi Province
Keywords:Phenomenon-based, R-C-A Question Technique, Learning Achievement, Scientific Problem-Solving Ability, Nonthaburi Province
This research was to compare science learning achievement and scientific problem-solving ability of Grade 5 students learning by using phenomenon-based instruction together with the R-C-A question technique with learning by using conventional instructional including compare scientific problem-solving ability before and after learning by using phenomenon-based instruction together with the R-C-A question technique. The sample of this research was Grade 5 students in the first semester of the academic year 2020 at Chumchon Maitri Uthit School in Nonthaburi province. They were intact groups of 30 students from two classes obtained by random cluster sampling and then further randomized. One classroom was experimental group learning by phenomenon-based instruction together with the R-C-A question technique, while the other class was a control group learning by conventional instruction. The research instruments were (1) the lesson plans of phenomenon-based instruction together with the R-C-A question technique, (2) conventional instruction lesson plans, (3) a science learning achievement test, and (4) a scientific problem-solving ability measurement form. The statistics used for data analysis were mean, standard deviation and a t-test. The results of the research showed that (1) the science learning achievement of students who learned by using phenomenon-based instruction together with the R-C-A question technique was significantly higher than that of the students who learned by using conventional instruction at the .05 level of statistical significance; (2) the scientific problem-solving ability after learning of students who learned by using phenomenon-based instruction together with the R-C-A question technique was significantly higher than their prior abilities at the .05 level of statistical significance; and (3) scientific problem-solving abilities of the students who learned by using phenomenon-based instruction together with the R-C-A question technique was significantly higher than that of the students who learned by using the conventional approach at the .05 level of statistical significance.
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