Effect of Constructivist Web-Based Learning Environment to Enhance Creative Thinking of Note and Recorder Skills for Grade 8 Students
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Abstract
This research aimed to 1) study creative thinking outcomes and 2) study learning achievement of students who learned through a constructivist web-based learning environment before and after instruction. The target group consisted of 15 grade 8 students from Khon Kaen University Demonstration School (Education). The experimental tool was a constructivist-based network learning environment. Data collection instruments included a creative thinking assessment, a creative thinking interview, and a learning achievement test. Data were analyzed using mean, standard deviation, and relative gain score calculation for dependent samples.
The research findings revealed that: 1) post-instruction creative thinking mean scores were higher than pre-instruction scores, with 86.67% of students scoring above the 80% criterion. Protocol analysis revealed creative thinking components as follows: (1) Fluency: identifying 15 note symbols within 2 minutes and designing 14 melody patterns within 3 minutes; (2) Flexibility: modifying notes of equal duration in different patterns; (3) Originality: applying prior knowledge to create novel melodies; (4) Elaboration: creating evaluation criteria and embellishing melodies; and 2) Post-instruction learning achievement was higher than pre-instruction achievement, with 93.34% of students scoring above the 80% criterion.
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