ผลการจัดการเรียนรู้รายวิชาชีววิทยา เรื่อง โครงสร้างและหน้าที่ของพืชดอก ด้วยการจัดการเรียนรู้แบบวัฏจักรการเรียนรู้ 5 ขั้น ร่วมกับการเรียนรู้แบบร่วมมือที่มีต่อผลสัมฤทธิ์ทางการเรียน และความสามารถในการทำงานกลุ่ม ของนักเรียนชั้นมัธยมศึกษาปีที่ 5 (THE EFFECT OF BIOLOGY LEARNING MANAGEMENT IN THE TOPIC OF STRUCTURE AND FUNCTION OF FLOWERING PLANT BY USING 5E LEARNING CYCLE WITH THE COOPERATIVE LEARNING ON LEARNING ACHIEVEMENT AND ABILITY IN GROUP WORKING OF GRADE 11th STUDENTS)
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Abstract
การวิจัยนี้มีวัตถุประสงค์เพื่อพัฒนาผลสัมฤทธิ์ทางการเรียนและความสามารถในการทำงานกลุ่มด้วยการจัดการเรียนรู้แบบวัฏจักรการเรียนรู้ 5 ขั้น ร่วมกับการเรียนรู้แบบร่วมมือ กลุ่มศึกษา คือ นักเรียนชั้นมัธยมศึกษาปีที่ 5 แผนการเรียนวิทยาศาสตร์-คณิตศาสตร์ ภาคเรียนที่ 1 ปีการศึกษา 2559 โรงเรียนมัธยมศึกษาแห่งหนึ่งในจังหวัดภูเก็ต จำนวน 38 คน การวิจัยครั้งนี้เป็นการวิจัยเชิงทดลองเบื้องต้น เก็บรวบรวมข้อมูลโดยใช้แบบทดสอบวัดผลสัมฤทธิ์ทางการเรียน และแบบประเมินความสามารถในการทำงานกลุ่ม ผลการวิจัย พบว่า หลังจากได้รับการจัดการเรียนรู้แบบวัฏจักรการเรียนรู้ 5 ขั้น ร่วมกับการเรียนรู้แบบร่วมมือ นักเรียนมีผลสัมฤทธิ์ทางการเรียนหลังเรียนสูงกว่าก่อนเรียนอย่างมีนัยสำคัญทางสถิติที่ระดับ .01 และสูงกว่าเกณฑ์ร้อยละ 70 อย่างมีนัยสำคัญทางสถิติที่ระดับ .01 และความสามารถในการทำงานกลุ่มอยู่ในระดับความสามารถสูงมาก
THE EFFECT OF BIOLOGY LEARNING MANAGEMENT IN THE TOPIC OF STRUCTURE AND FUNCTION OF FLOWERING PLANT BY USING 5E LEARNING CYCLE WITH THE COOPERATIVE LEARNING ON LEARNING ACHIEVEMENT AND ABILITY IN GROUP WORKING OF GRADE 11th STUDENTS
The purpose of this research was to develop learning achievement and ability in group working by teaching management through 5E learning cycle with the cooperative learning. The study group was 38 of grade 11th students who enrolled in the first semester of academic year 2016, Science Mathematics program of a secondary school in Phuket province. The study is pre-experimental research. The data were collected by using learning achievement test and ability in group working assessment test. The result showed that, after learning through 5E learning cycle with the cooperative learning, students had statistically higher learning achievement than before learning (p< .01) and also statistically higher than the defined criteria of 70 percentage (p< .01). The ability in group working was at a very high level.
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