The Development of Computing Science Instructional Model with Activities Package to enhance Analytical Thinking Skills for Matthayomsuksa I Students

Abstract

The purposes of this study were 1) to study the problems of computing science instruction, 2) to develop of computing science instructional model with activities package to enhance analytical thinking skills for Matthayomsuksa I students, (3) to study the effect of computing science instructional model with activities package to enhance analytical thinking skills for Matthayomsuksa I students and (4) to evaluate of computing science instructional model with activities package to enhance analytical thinking skills for Matthayomsuksa I students. The sample consisted of 22 Matthayomsuksa 1/1 students of Bandinjee school, Khammuang District, Kalasin Province under Kalasin Primary Education Service Area Office 3, during the first semester of academic year 2020, they were selected by cluster sampling random group by using the classroom random. The employed research instruments were: (1) computing science instructional model with activities package to enhance analytical thinking skills for Matthayomsuksa I Students, (2) construction of the analytical thinking skills test, (3) satisfaction questionnaire and (4) instructional model evaluation form. The data analysis was used mean, standard deviation, percentage, dependent sample t-test and content analysis.

The results found that:

1. The instructional model was called “PACE MODEL”. The model consisted of principles, objectives, syntax (instructional procedures), instructional effects, nurturant effects, social system, principle of reaction and support system. There were 5 steps of syntax as follows: (1) preparation (2) analysis (3) production (4) verification and (5) evaluation. The developed instructional model had an efficiency of 83.74/81.36, which is higher than the 80/80 criterion. The efficiency index was 0.6925.

2. The students’ ability in analytical thinking problem solving posttest was higher than pretest at the.01 level different.
3. The satisfaction of students’ instructional model was at the highest level.
4. The result of the instructional model evaluation was appropriate quality at the highest level overall.