THE EFFECT OF THE STUDENTS-CENTERED FOUR-DIMENSIONAL AND THREE DEGREE INTERACTIVE INSTRUCTIONAL (SCFTII) MODEL ON STUDENTS' LEARNING ACHIEVEMENT AND COLLABORATIVE PROBLEM-SOLVING (CPS) ABILITY
Keywords:
Student-centered, Learning achievement, Collaborative Problem-solving (CPS) abilityAbstract
This research aimed to: 1)compare learning achievement before and after learning through student-centered four-dimensional and three-degree interactive instructional (SCFTII) model, 2)compare collaborative problem-solving (CPS) ability with the criteria of 70 percent after learning through student-centered four-dimensional and three-degree interactive instructional (SCFTII) model. The population were 1080 students and the sample was 30 students of middle level of ShangShui County NO.1 Senior High Middle School, in China, which was selected by using cluster random sampling method. Research instruments were learning achievement test and collaborative problem-solving (CPS) ability situational question test. The quality of learning achievement test as follow: the difficulty was 0.52, which in the average difficulty range of 0.20---0.80, the discrimination was 0.43, which in the good discrimination range of 0.40---0.70. The Index of Item Objective Consistency (IOC) of the final form of the 50-item choice learning achievement test was found to be 0.80-1.0, which were higher than the criteria of 0.5. The quality of collaborative problem-solving (CPS) ability situational question test as follow: the difficulty was 0.50, which in the average difficulty range of 0.20-0.80, the discrimination was 0.45 up from 0.30 . The Index of Item Objective Consistency (IOC) of the final form of the 4-item situational questions of the collaborative problem-solving test was found to be 0.80-1.0, which were higher than the criterion of 0.5. The statistics used for data analysis were t-test for dependent sample and t-test for one sample.
The research results were found as follow: 1) the students' learning achievement after learning through the developed model was significantly higher than before. 2) the students' collaborative problem-solving (CPS) ability after learning through the developed model was significantly higher than the criteria of 70 percent.
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