EFFECT OF ENHANCING CRITICAL THINKING AND ATTITUDE TOWARD SCIENCE BASED ON INQUIRY LEARNING AND METACOGNITION STRATEGY FOR 6TH GRADE STUDENTS
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Abstract
This research aimed 1) to compare the critical thinking ability of Grade 6 students who were taught using a learning management model that enhances critical thinking based on the inquiry-based learning approach combined with metacognitive strategies, and those who were taught using the conventional teaching method, and 2) to study the students’ attitudes toward science who received instruction through the inquiry-based learning approach combined with metacognitive strategies. The sample consisted of two Grade 6 classrooms from Sriphonthong Wittaya School in the academic year 2022, selected using cluster random sampling with classrooms as the sampling unit. The research instruments comprised three instruments: (1) a Critical Thinking Ability Assessment, consisting of 40 multiple-choice questions and 3 open-ended questions; (2) a Science Attitude Scale with 20 items on a 5-point Likert scale; and (3) a set of 24 science lesson plans. The statistical methods used were percentage, mean, standard deviation, and hypothesis testing using the t-test for Independent Samples.
The study results revealed as follows: 1) students taught using the Critical Thinking Enhancement Learning Model based on the Inquiry-Based Learning Concept combined with Metacognitive Strategies had significantly higher learning outcomes than those taught using the traditional method at the .01 level of significance 2) the overall attitude towards science of Grade 6 students was found to be at a high level.
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