The Comparison of Learning Achievement, Analytical Thinking and Attitudes toward Science Learning of Matthayomsuksa 5 Students between the Organizations of 7E Learning Cycle and Organization of Problem-based Learning Activities

This study aimed: 1) to develop lessonplans for organization of 7E and using PBL activities with a required efficiency of 80 /80, 2) to find out effectiveness indices of learning organization of 7E and PBL activities, 3) to compare learning achievement, analytical thinking and attitudes toward science learning of the students who learned using organization of 7E and PBL activities between before and after learning, and 4) to compare learning achievement, analytical thinking and attitudes toward science learning between 7E and PBL activities. The sample for this study consisted of 39 students Mathayomsuksa 5/1 and 42 students Mathayomsuksa 5/2. These classrooms attended Muangkhong School, Amphoe Kong, Changwat Nakhonratchasima, in the academic year 2013, obtained using the cluster random sampling technique. The instruments used in the study were plans for organization 7E and PBLactivities for Mathayomsuksa 5, 13 lesson planseach, and analytical thinking test, and attitudes toward science learning queation science. Data were analyzed by was t-test (Dependent samples) and t-test (Independent samples). The results of the study were as follows: 1) The efficiencies of the plans for organization of 7E and the plans for organization of PBL activities in the science learning strand entitled for Mathayomsuksa 5 were 85.78/81.67 and 80.39 /81.67 respectively. 2) The effectiveness indices of the plans for organization of 7E and the plans for organization of PBL activities entitled for Mathayomsuksa 5 0.7700 and 0.7100 respectively. 3) The students who learned using organization of 7E entitled and those who learned using organization of PBL activities in the science learning strand entitled had higher learning achievement, analytical thinking and more positive attitudes toward science learning, after learning than before learning at the .01 level of significance. 4) The students who learned using organization of 7E and those who learned using organization of PBL activities did not show a different learning achievement, analytical thinking, attitudes towards sciencelearning,entitled for Mathayomsuksa 5 (p >.01). The developed plans for organization of 7E and the plans for organization of PBL activities in the science learning strand entitled for Mathayomsuksa 5 were appropriately efficient and effective. The students in the 2 groups did not have different learningachievement, analytical thinking and attitudes toward science learning. Science teachers could use these plans for organization of science leaning activities.