The Development of Problem-Solving Skills and Learning Outcomes using a Blended Learning Process for Grade 11 Students in Science (Chemistry)

Abstract

This research aimed to 1. develop problem-solving skills of Grade 11 students by using the blended learning process to a high level; 2. compare the academic achievement in science (chemistry) of Grade 11 students before and after using the blended learning process; 3. study the academic achievement after learning to pass the 70 percent criterion; and 4. study the students' satisfaction with learning activities. The research design was an experimental research design with an one group pretest-posttest design. The sample group was 96 Grade 11 students in the first semester of the 2024 academic year at a coeducational secondary school in Phra Nakhon Si Ayutthaya Province, which was selected by purposive random sampling. The research instruments included 1. a blended learning lesson plan; 2. a science (chemistry) achievement test; 3. a problem-solving skill test; and 4. a satisfaction questionnaire. Data was analyzed to test the research hypothesis using mean, percentage, standard deviation, and dependent t-test. The research results found that 1. The analysis of students' problem-solving skills was at a high level with a problem-solving skill score of 17.05, 85.25 percent; 2. the students' academic achievement in science (chemistry) after learning was higher than before learning, which was statistically significant at the.05 level; 3. The learning achievement after studying of students passed the 70 percent criteria; and 4. students had high satisfaction with the blended learning process with an average was 4.88 of 5 and a standard deviation was 0.08.