Analysis of Higher-order Thinking Competency Components for Creative Thai Language Learning Management of High School Students
Keywords:
Higher-order thinking competencies, Critical thinking, Creative thinking, Thai language learningAbstract
This research aimed to 1) analyze and evaluate the quality of higher-order thinking competencies, and 2) propose guidelines for promoting these competencies in creative Thai language learning management for upper secondary school students. The study employed a mixed-methods research approach. The sample was divided into two groups: Group 1: 5 experts, 5 school administrators, 6 educational administrators, 12 Thai language teachers, 10 academic affairs personnel, and 50 upper secondary students. Group 2: Curriculum and Teaching Experts in Thai language teaching and measurement and evaluation 7 people. The tools used for data collection include 1) document analysis, 2) interviews, 3) group discussion points, and 4) questionnaires. Data analysis was used as follows: 1) content analysis, 2) mean, and 3) standard deviation.
The findings revealed that higher-order thinking competencies consist of two components: 1) critical thinking and 2) creative thinking. Overall, these competencies were rated at the highest level (= 4.87, S.D.= 0.25). The creative Thai language learning management process, comprising five steps, was found to promote higher-order thinking competencies at every stage, playing a crucial role in fostering essential 21st-century competencies among learners.
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