THE EFFECTS OF COLLABORATIVE LEARNING INTEGRATING WITH THINK PAIR SHARE USE FOR SIMPLE PROGRAMMING OF SCIENCE DEPARTMENT IN PRIMARY 6 STUDENTS

Abstract

This study aims to compare the ability to design the simple program for primary six students who are allowed to engage with the use of collaborative learning integrating with think pair share, with criterion 85 per cent, and the pretest and posttest scores of designing the simple program for primary six students in both control group and experimental group (collaborative learning integrating with think pair share). Moreover, the attitudes toward learning to design the simple program through collaborative learning integrating with think pair share were also investigated. The participants, who were intact selected, consisted of 58 students: 29 for the control group and another 29 for the experimental group, using convenience sampling from the population, which is 179 primary-6 students who were studying in semester 1/2022 Ban Kok Khor Kok Pho School, Nonbualamphu Primary Educational Service Area Office 2. In addition, One-way ANOVA was adopted to analyse the quantitative data, while Content Analysis was used for qualitative data.The results revealed that the ability to design the simple program for primary six students who are allowed to engage with the use of collaborative learning integrating with think pair share was significantly higher than the criterion of 85 per cent at .01. Furthermore, posttest scores of designing the simple program for primary six students’ scores of the experimental group was significantly higher than the control group at .01. Finally, the participants’ attitudes toward learning to design the simple program through collaborative learning integrating with think pair share was met the level of ‘MOST’