EFFECTS OF HEALTH EDUCATION LEARNING MANAGEMENT USING REFLECTIVE THINKING ON LEARNING ACHIEVEMENT AND CONCEPT OF NON – COGNITIVE SKILLS OF SENCONDARY SCHOOL STUDENTS

Abstract

Purposes: To compare mean scores of learning achievement and non-cognitive skills and after implementation of an experimental group and a control group, and to compare mean scores of learning achievement and non-cognitive skills after implementation between the experimental group and the control group. The subjects were 50 eight grade students, Multi-stage Sampling into two groups: 25 of the experimental group was assigned to study under health education learning activities using reflective thinking and 25 of the control group was assigned to study using the conventional teaching method. The research instruments were comprised of 8 health education lesson plans using reflective with an IOC of 0.78 and the data collection instruments included learning achievement in the area of knowledge, attitude, practice and non-cognitive skills with an IOC of 0.80, 0.85, 0.91 and 0.95, reliabilities of 0.73, 0.80, 0.80 and 0.79. The duration of the experiment was 8 weeks, 1 period per week, 50 minutes per period. Data were analyzed using mean, standard deviation and t-test (Paired Sample t-test, Independent Sample t-test). Results: The research finding was as follows: The mean scores of the learning achievement in the area of knowledge, attitude, practice and non-cognitive skills of the experimental group students after learning were significantly higher than that before learning at .05 level, and the mean scores of the learning achievement and non-cognitive skills of the experimental group students after learning were significantly higher than that of the control group students at .05 level. Conclusion: health education learning activities using reflective thinking effect on learning achievement and non-cognitive skills of eight grade students higher than health education learning activities with conventional teaching method.