The Effects of CIPPA Instruction Model Together with Teaching Strategies in the Topic of Changing States of Substances on Learning Achievement and Analytical Thinking Ability of Grade 5 Students at Klaeng Burapha Network School Group in Rayong Province

Abstract

The purposes of this research were to 1) compare the learning achievement after learning through CIPPA instruction model together with teaching strategies with the 70 percent criterion and 2) compare the analytical thinking ability of grade 5 students before and after learning through CIPPA instruction model together with teaching strategies. The research sample were 10 grade 5 students from one classroom of Bannongsai School at Klaeng Burapa School Network in the second semester of the academic year 2022, obtained by cluster random sampling. The research instruments were 1) 5 instructional plans based on CIPPA instruction model together with teaching strategies in the topic of changing states of substances for 18 hours, with an average suitability value of 4.56 2) a learning achievement test, with an index of item-objective congruence (IOC) of 0.67, and 3) an analytical thinking ability test, with an average suitability value of 4.60. The statistics used for data analysis were the percentage, mean, standard deviation and Sign test. The research findings showed that 1) the learning achievement of the students after learning through CIPPA instruction model together with teaching strategies was significantly higher than the 70 percent criterion at the .05 level of statistical significance. 2) The students’ analytical thinking ability after learning through CIPPA instruction model together with teaching strategies was significantly higher than their pre-learning counterpart ability at the .05 level of statistical significance.