THE DEVELOPMENT OF LEARNING ACHIEVEMENT AND CRITICAL THINKING ABILITY THROUGH CASE-BASED LEARNING METHOD AND QUESTIONING TECHNIQUES OF THE FIFTH GRADE STUDENTS

Abstract

The purposes of this research were to; 1) compare the science achievement of Grade 5 students before and after instruction using case studies and questioning techniques. 2) Compare the critical thinking ability of Grade 5 students before and after instruction using case studies and questioning techniques. 3) Investigate the learning behaviors of Grade 5 students who receive instruction using case studies and questioning techniques. 4) Investigate the satisfaction of Grade 5 students with instruction using case studies and questioning techniques. The research results were as follows: 1. Science achievement of Grade 5 students after instruction using case studies and questioning techniques was significantly higher than before instruction at the .05 level of significance. 2. Critical thinking ability of Grade 5 students after instruction using case studies and questioning techniques were significantly higher than before instruction at the .05 level of significance. 3. Learning behaviors of Grade 5 students who have been organized to learn using case studies and questioning techniques. found that students are enthusiastic and interest in reading case studies on various topics. A desire to find answers when stimulated by questions based on Bloom's taxonomy. Ability to identify problems and causes from case studies. Ability to divide learning topics into subtopics and assign roles to group members. Ability to perform activities, experiments, and research according to their assigned roles. Ability to exchange information with classmates and summarize information. Ability to consider answers from case studies again and evaluate their likelihood. And ability to express opinions and use supporting arguments. 4. Overall satisfaction of Grade 5 students with instruction using case studies and questioning techniques was high.