Pakistan Journal of Social Sciences

Year: 2009
Volume: 6
Issue: 5
Page No. 297 - 303

Effects of Learning Environmental Education Using the 7E-Learning Cycle with Metacognitive Techniques and the Teacher’s Handbook Approaches on Learning Achievement, Integrated Science Process Skills and Critical Thinking of Mathayomsuksa 5 Students with Different Learning Achievement

Authors : Sutee Sornsakda, Paitool Suksringarm and Adisak Singseewo

Abstract: This research aimed to investigate and compare the effects of learning environmental education using the 7E-learning cycle with metacognitive techniques and the teacher’s handbook approaches on learning achievement, integrated science process skill and critical thinking of 93 Mathayomsuksa 5 (grade 11) students with different learning achievements, They were randomly selected by the cluster random sampling technique in the first semester of an academic year 2008. This students were assigned to an experimental group with 45 students and a control group with 48 students. The instruments for the study included: five plans of learning organization using the 7-E learning cycle with 3 metacognitive techniques: intelligibility, plausibility and wide-applicability for the experimental group and 5 plans of learning organization using the teacher’s handbook approach for the control group, each plan for 2 h of learning in each week, the learning achievement test, the test on integrated science process skills and the critical thinking test. The paired t-test and the F-test (Two-way MANCOVA) were employed for testing hypothesis. The major findings revealed that the whole students, the high achievers and the low achievers indicated gains in learning achievement, integrated science process skills in general and in 3-5 subscales and critical thinking in general and in each subscale from before learning (p<0.05). The experimental group evidenced more learning achievement, integrated science process skills in general and in each subscale and critical thinking in general and in the interpretation subscale than the control group (p<0.05). The high achievers showed more learning achievement, integrated science process skills in general and in 4 subscales and critical thinking in general and in 4 subscales than the low achievers (p<0.05). Statistical interactions of learning model with learning achievement were found to be significant (p<0.05) in learning achievement, integrated science process skills in general and in 4 subscales and critical thinking in general and in 3 subscales.

How to cite this article:

Sutee Sornsakda, Paitool Suksringarm and Adisak Singseewo, 2009. Effects of Learning Environmental Education Using the 7E-Learning Cycle with Metacognitive Techniques and the Teacher’s Handbook Approaches on Learning Achievement, Integrated Science Process Skills and Critical Thinking of Mathayomsuksa 5 Students with Different Learning Achievement. Pakistan Journal of Social Sciences, 6: 297-303.

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