DEVELOPMENT OF THE DOUBLE P-CE MODEL INTEGRATED WITH CONTEXT-BASED LEARNING TO ENHANCE CRITICAL THINKING FOR 11TH GRADE STUDENTS

Pornpat Phusittananan; Sataporn  Deeying; Angkana Koolnaphadol

doi:10.55003/IJIET.8108

Authors

Pornpat Phusittananan Faculty of Science and Technology, Rajabhat Rajanagarindra University, Chachoengsao 24000 Thailand
Sataporn Deeying Faculty of Science and Technology, Rajabhat Rajanagarindra University, Chachoengsao 24000 Thailand
Angkana Koolnaphadol Faculty of Education, Rajabhat Rajanagarindra University, Chachoengsao 24000 Thailand

DOI:

https://doi.org/10.55003/IJIET.8108

Keywords:

Double P-CE model, Critical thinking, Context-based learning, Learning achievement

Abstract

This study aimed to: 1) develop a learning facilitation model to enhance critical thinking integrated with context-based learning, 2) compare the learning achievement and critical thinking of the experimental group and control group after using the learning facilitation model, 3) study the students’ satisfaction of the experimental group toward the learning facilitation model. The participants consisted of students in Matthayom 5/3 as the experimental group and students in Matthayom 5/4 as the control group from Watsothonwararamworawiharn School. The research methodology followed a Research and Development. The findings indicated that: 1) The learning facilitation model consisted of four components: the principles of the model, the objectives of the model, the learning facilitation process, which consisted of four steps (Double P-CE model): Step 1: Preparation (P), Step 2: Process (P), Step 3: Conclusion (C), Step 4: Evaluation (E) and the model’s measurement and evaluation methods. and the overall appropriateness of the model was rated at the highest level ( $\bar{x}$ = 4.92, SD = 0.15). 2) The findings from the comparison of posttest learning achievement and critical thinking between the experimental and control groups indicated that the post-test learning achievement of the experimental group, which received the Double P-CE model, was significantly higher than that of the control group, which received traditional teaching, at the .05 level. 3) The experimental group students’ satisfaction with the Double P-CE model designed to develop critical thinking, was at a high level.

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