Enhancing Scientific Reasoning Skills through Self-Directed Learning Approaches in Biology among Eleventh-Grade Students

Abstract

The objectives of this research were twofold: 1) to compare the scientific reasoning skills of eleventh-grade (Mathayomsuksa 5) students prior to and subsequent to the implementation of Self-Directed Learning (SDL), and 2) to investigate student satisfaction toward the self-directed learning approach among eleventh-grade students in classroom 5/1. The sample consisted of 42 students from class Mathayom 5/1 during the second semester of the 2025 academic year at Songphinongwitthaya School, Song Phi Nong District, Suphan Buri Province, under the jurisdiction of the Office of the Basic Education Commission. Through the employment of simple random sampling, a sample of 42 students from classroom 5/1 was selected from the aforementioned academic term and institution. The research instrumentation consisted of self-directed learning instructional plans, a scientific reasoning skills assessment, and a satisfaction questionnaire. Quantitative data were subjected to statistical analysis utilizing the arithmetic mean, standard deviation, and a dependent samples t-test. The empirical findings demonstrated that: 1) the students’ post-test scientific reasoning skills were statistically significantly higher than their pre-test scores at the .05 level, and 2) the students' overall satisfaction toward the self-directed learning pedagogy was manifested at a high level.

Keywords: Self-Directed Learning, Scientific Reasoning, Satisfaction, Biology Learning