A Development of a Blended Instruction Model to Enhance Creative Thinking for Lower Secondary Level Students

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ณิชชชัญ ชัยฤทธิ์
ไชยรัตน์ ปราณี
พรสิริ เอี่ยมแก้ว

Abstract

The Purposes of this research were 1. to develop a blended instruction model to enhance creative thinking for lower secondary level students, 2. to study the effects of using the blended instruction model to enhance creative thinking for lower secondary level students. The research processes were to research and develop. The samples used in this research were the students of Klonglanjindasak School, who were lower secondary level students from nine classrooms with a total of 233 students in the first semester of academic year 2016. An experimental group and a control group of 30 students each were purposively selected. The instruments used in the research were a focus group discussion recording form, quality assessment forms, creativity evaluation forms, management plans for teaching, and learning achievement tests. The statistics used were mean and standard deviation. The qualitative data were analyzed by using content analysis. The research results were found as follows: 1) The instruction model from the theory of Constructionism with basic concepts about blended learning and creative thinking has six components: (1) Principle. (2) Objective. (3) Content. (4) Process of teaching which has three phases: phase 1) pre-teaching; phase 2) the teaching process which has four stages namely exploration (Explore), trial (Experiment), learning from formalism (Learning by Doing), and do in order to make learning (Doing by Learning); phase 3) the measurement and evaluation. (5) measurement and evaluation, and  (6) roles of the teacher and the learner. 2. The study found that the results of the model were as follows: 1) The achievement of students with some form of a blended instruction model to enhance creative thinking was higher than before at the .05 level of statistical significance, and 2) the students with some form of a blended instruction model to enhance creative thinking (experimental group), had higher creative thinking abilities than those with normal style of teaching (control group) significantly at the level of .05.

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