Development of Self-Directed Learning Behavior and Reasoning Ability Through Collaborative Problem-Solving and Metacognition Approaches for Undergraduate Students
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Abstract
The purposes of this study were: 1) to develop the learning management for improving self-directed learning behaviors and reasoning abilities of undergraduate students based on collaborative problem solving and metacognition strategy, 2) to compare self-directed learning behaviors of undergraduate students between before and after assigned instruction with collaborative problem solving and metacognition strategy, and 3) to compare reasoning abilities of undergraduate students between before and after assigned instruction with collaborative problem solving and metacognition strategy. This research is designed and processes based on Quasi- Experimental study, with 30 undergraduate students in the second year of Early Childhood majority at the Faculty of Education, Nakhon Phanom University, in the academic year 2024, that was assigned based on the cluster random sampling method. The research instruments were composed of (1) the 8 lesson plans based on collaborative problem solving and metacognition strategy for learning management in the course of Curriculum and Learning Management Methodology that assigned for 24 hours, (2) the assessment form for self-directed learning behaviors of students that assigned for 20 items with 5 range rating-scales, (3) the 20 items-test of multiple choices for reasoning abilities of students. In addition, the statistical analysis assigned for mean score, standard deviation, and t-test for dependent samples to support hypothesis testing.
The results showed that: 1) The development of learning management for improving self-directed learning behaviors and reasoning abilities of undergraduate students based on collaborative problem solving and metacognition strategy revealed instructional procedure that composed of 5 steps, these were (1) confronting problem situation and analyzing desired purposes, (2) understanding situation details of problem situations and knowledge transferring to investigate for the answers, (3) identifying the rational choices to get expected answers, (4) criticizing conclusion and explanation knowledge findings, and (5) evaluating the results of performance and knowledge utilities. In addition, the result of expert’s appropriate judgement showed at a high level with an average score of 4.39 (S.D.= 0.25) 2. The students who assigned collaborative problem solving and metacognition strategy revealed self-directed learning behaviors higher than before learning at the .05 level of significance, and including average scores of 16.06 (S.D.=0.58), and 20.90 (S.D.= 0.66) respectively. And 3. The students who assigned collaborative problem solving and metacognition strategy revealed reasoning abilities higher than before learning at the .05 level of significance, and including average scores of 16.17 (S.D.=1.08), and 20.33 (S.D.= 1.15) respectively.
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