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The Study of Analytical Thinking Ability Using the Collaborative Learning Process (Co-5 STEPs) with Infographics in the Occupational Studies Subject for Grade 6 Students |
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| รหัสดีโอไอ | |
| Creator | Pirawadee Thaotip |
| Title | The Study of Analytical Thinking Ability Using the Collaborative Learning Process (Co-5 STEPs) with Infographics in the Occupational Studies Subject for Grade 6 Students |
| Contributor | Montha Chumsukon |
| Publisher | Research and Development Institute, Nakhon Ratchasima Rajabhat University |
| Publication Year | 2569 |
| Journal Title | Research Community and Social Development Journal |
| Journal Vol. | 20 |
| Journal No. | 1 |
| Page no. | 126-146 |
| Keyword | Analytical thinking ability, Collaborative Learning Process (co-5 steps), Infographics |
| URL Website | https://so04.tci-thaijo.org/index.php/NRRU/issue/view/18509 |
| Website title | https://so04.tci-thaijo.org/index.php/NRRU/ |
| ISSN | 3027-7515 |
| Abstract | Background and Objective: Contemporary education aims to develop learners' analytical thinkingabilities and practical application skills. External assessments indicated that Grade 6 students in the OccupationalStudies course at Ban Pasang Nonghee School exhibited limitations in their analytical thinking. This study,therefore, aimed to investigate: 1) students' analytical thinking ability, 2) their learning achievement, and 3) theirsatisfaction with a learning management model based on a five-step collaborative learning approach integratedwith infographics. The baseline benchmark for success was set at a 75% passing criterion. The target groupconsisted of 11 Grade 6 students selected through purposive sampling.Methodology: A one-shot case study design was employed. The research instruments comprisedstructured lesson plans, an analytical thinking test, a learning achievement test, and a satisfaction questionnaire.Quantitative data were analyzed using percentages, means, and standard deviations.Results: The findings revealed that 10 out of 11 students (90.90%) successfully met both the analyticalthinking ability and learning achievement criteria. Furthermore, the students' overall satisfaction with theintegrated learning management approach was at the highest level (M = 4.84, SD = 0.37).Discussion and Recommendations: The implementation of the 5-step collaborative learning approachintegrated with infographics demonstrated strong efficacy, enabling 90.90% of the target group to pass thedesignated benchmarks. However, the "error analysis" dimension yielded a mean score of only 67.27%, failing tomeet the criterion. This suggests that error analysis involves higher cognitive complexity and requires moreextended, progressive learning experiences. Future research should explore the development of other higher-orderthinking skills, expand the sample size, and incorporate action research frameworks to optimize instructionaleffectiveness across diverse educational contexts. |
