DEVELOPMENT OF ACTIVE LEARNING MODEL THROUGH VIRTUAL TECHNOLOGY TO PROMOTE ANALYTICAL THINKING FOR HIGHER EDUCATION LEVEL STUDENTS

Abstract

This research aimed to 1. develop an active learning model through virtual technology to promote analytical thinking, 2. study the results of using the active learning model through virtual technology to promote critical thinking, and 3. evaluate and certify the proactive learning model through virtual technology to promote analytical thinking. The sample group was undergraduate students in the faculty of education, Nakhon Phanom University, who enrolled in Computer Learning Management for Secondary Education course in the second semester of 2019 academic year. There were 2 classes, 60 students in total who were selected by cluster random sampling. Then the students were divided into a group of 30 students who learned with traditional teaching method and another group of 30 students who learned with the proactive learning model through virtual technology to promote analytical thinking. Tools in the research were included 1. questionnaire, 2. assessment of active learning model through virtual technology to promote analytical thinking prototype form which is rating-scale items, 3. an analytical thinking test which is multiple-choice items, 4. An academic achievement test which is multiple-choice items, 5. A student satisfaction questionnaire which is rating-scale items, and 6. a certifying assessment form of active learning model through virtual technology to promote analytical thinking which is rating-scale items. Statistics used in this research were mean, standard deviation, and t-test.

The research found as follows: 1.The development of active learning model through virtual technology to promote analytical thinking found that 1) there were 2 elements consisted of 5 principles and learning processes which are preparation, learning scenarios, brainstorming, reflection, and summary and evaluation, and 2) the assessment of the learning model prototype showed that it was suitable to use effectively at a high level; 2. The tryout of active learning model through virtual technology to promote analytical thinking found that 1) according to the comparison of active learning model through virtual technology to promote analytical thinking, the posttest score of the analytical thinking of the experimental group (=27.03, S.D.=1.54) was higher than the control group (=20.43, S.D.=1.85), significantly different at the level of .05, 2) The result of academic achievement comparison of the learning with active learning model through virtual technology to promote analytical thinking of the experimental group (=25.43, S.D.=1.99) was higher than the control group (=13.23, S.D.=1.76), significantly different at the level of .05, and 3) overall of the students’ satisfaction towards active learning model through virtual technology to promote analytical thinking was at a high level (= 4.35, S.D.=0.82); 3. The certification of active learning model through virtual technology to promote analytical thinking were 1) the effectiveness of active learning model through virtual technology to promote analytical thinking according to the Meguigans’ criteria had a performance index of 1.24 which was considered as effective, and 2) the active learning model through virtual technology to promote analytical thinking was certified as suitable to use at a high level (=4.48, S.D.=0.64).