The Development of Web-Based Instruction Using Noble Truth Instruction Technique in Economics System Subject to Enhance Analytical Thinking Ability of High School Student

Abstract

          The purposes of this research were to 1) develop the web-based instruction (WBI) using noble truth instruction technique in Economics System subject to promote critical thinking ability of Mattayomsuksa 4 students, 2) evaluate the efficiency of the developed WBI with the criteria of E₁/E₂ at85/85, 3) compare students’ Enhance Analytical Thinking skill before and after learned with the WBI, 4) compare students’ learning achievement before and after learned with the WBI and the students who learned with traditional teaching technique, and 5) study students’ satisfaction towards the WBI. Experimental group of the research was 2 classes of Mattayomsuksa 4 students in SatreeSirikate School during the second semester of 2016 academic year. The students were selected by cluster random sampling method. The students in Class 4/1 were taught with the WBI while class 4/4 was taught with traditional teaching method. The research’s tools were 1) the web-based instruction using noble truth instruction technique in Economics System subject, 2) critical thinking ability test which was 30 items of multiple choice test, 3) 30 items of multiple choice learning achievement test, and 4) student’s satisfaction questionnaire. The data were analyzed by using percentage, median, standard deviation, t-test (One Sample Group), and t-test (Dependent Samples).      

          The research found as follows: 1. The development of web-based instruction using noble truth instruction technique in Economics System subject to promote critical thinking ability of Mattayomsuksa 4 students had its quality at the high level.

1. The web-based instruction using noble truth instruction technique in Economics System subject to promote critical thinking ability of Mattayomsuksa 4 students had its efficiency of E₁/E₂ = 87.13/86.02 which was higher than the criteria at 85/85. While the control group student who learned with traditional teaching method had the efficiency of E₁/E₂ = 78.34/69.33 which was less than the criteria at 85/85.
2. The critical thinking skill of the students after had learned with the WBI was higher than before the WBI were used, statistically at .01.
3. The students’ learning achievement after learned with the WBI was higher than the achievement of students who learned with traditional teaching method, statistically at .01.

5. The students had showed their overall satisfaction towards the WBI at high level.