Pakistan Journal of Social Sciences

Year: 2009
Volume: 6
Issue: 5
Page No. 292 - 296

Effects of Environmental Education Learning by Using the 7Es-Learning Cycle with Multiple Intelligences and the Teacher’s Handbook Approaches on Learning Achievement, Critical Thinking and Integrated Science Process Skills of High School (Grade 10) Students

Authors : Nida Kitjinda-Opas, Paitool Suksringarm and Adisak Singseewo

Abstract: This study aimed to investigate and compare the effects of learning environmental education using the 7Es-learning cycle with multiple intelligences and the teacher’s handbook approaches on learning achievement, critical thinking and integrated science process skills of 100 grade 10 students in high school. They were randomly selected by the cluster random sampling technique and were assigned to an experimental group and a control group which were 50 students in each group. The instruments for the study were included: 7 plans of learning organization using the 7Es-learning cycle with multiple intelligences for the experimental group and 7 plans of learning organization by using teacher’s handbook approach for the control group, each plan was a 2 h weekly learning, the learning achievement test, the critical thinking test and the test on integrated science process skills. The collected data were analyzed by using a percentage, mean, standard deviation and for testing hypotheses the paired t-test and the F-test (Two-way MANCOVA) were employed. The major findings have been revealed that the whole students were male and females students in the experimental group have shown that they gains learning achievement, critical thinking in general and in each subscale and integrated science process skills in general and in 4 subscales from before learning is at the significant level of 0.05. The experimental group indicated more learning achievement, critical thinking in general and in 2 subscales and integrated science process skills in general and in 2 subscales than the control group. The students with a different gender which did not differently have an evidence in learning achievement, critical thinking in general and in almost subscales and integrated science process skills in general and in each subscale. However, the male students showed critical thinking in the deduction subscale more than the female. Statistical interactions of gender with learning model were found to be significant (p<0.05) only in 3 subscales of the critical thinking.

How to cite this article:

Nida Kitjinda-Opas, Paitool Suksringarm and Adisak Singseewo, 2009. Effects of Environmental Education Learning by Using the 7Es-Learning Cycle with Multiple Intelligences and the Teacher’s Handbook Approaches on Learning Achievement, Critical Thinking and Integrated Science Process Skills of High School (Grade 10) Students. Pakistan Journal of Social Sciences, 6: 292-296.

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