Problem-based Learning (PBL) Management to Promote Evaluating and Designing Scientific Enquiry and Learning Achievements on Electrochemical Cells of Grade 11 Students

Abstract

The purposes of this research were 1) to study the evaluating and designing scientific enquiry of grade 11 students received problem-based learning, and 2) to compare learning achievement on Electrochemical Cells after receiving problem-based learning management of grade 11 students with the criterion of 70 percent. The sample  group consisted of 36 Grade 11 students from the school in Roi Et Province during the second semester of the 2023 academic year. Research tools were 1) five problem-based learning plans on electrochemical cells with the appropriateness at a high level ( = 4.37-4.43), 2) A test for evaluating and designing scientific enquiry, 5 items with a validity index of item objective congruence between 0.67-1.00, difficulty index between 0.50-0.69, discrimination index between 0.22-0.41, and a reliability coefficient of 0.75, and 3) A Learning Achievement Test on Electrochemical cells, 20 questions of multiple choices test with a validity index of item objective congruence between 0.67-1.00, difficulty index between 0.28-0.64, discrimination index between 0.22-0.70, and a reliability coefficient of 0.87. Statistics to analyze data were mean, standard deviation, and percentages. The t-test for one sample was used to test the hypothesis.

            The research results showed that 1) Grade 11 students who receive problem-based learning during their studies. Evaluating and designing scientific enquiry were expressed from high to low, respectively, as follows: Identifying the question explored in a given scientific study (B1), Distinguishing questions that are possible to investigate scientifically (B2), Proposing a way of exploring a given question scientifically (B3), Evaluating ways of exploring a given question scientifically (B4), and Describing and evaluating a range of ways that scientists use to ensure the reliability of data and the objectivity and generalisability of explanations (B5), with average score at 2.34, 1.89, 1.83, 1.64, and 1.04. The highest was B1, while B5 is the lowest, and after receiving problem-based learning, it was found that students had the highest abilities, representing 87.96% of the total score, is identifying the question explored in a given scientific study (B1). The lowest abilities, representing 25.00% of the total score, is describing and evaluating a range of ways that scientists use to ensure the reliability of data and the objectivity and generalisability of explanations (B5), and 2) The students who receive problem-based learning has learning achievement on Electrochemical Cells after receiving learning management statistically higher than those the criteria of 70 percentage significance at the .01 level.