A Classroom Action Research to Develop Problem-Solving Skills of Grade 7 Students Using Problem-Posing Learning Model

Abstract

This classroom action research aimed to 1) examine the effects of the problem-posing learning model on the problem-solving skills of seventh-grade students and 2) propose guidelines for implementing this model to enhance the problem-solving skills of seventh-grade students. The target group consisted of 33 seventh-grade students enrolled in the first semester of the 2024 academic year at a large special-grade secondary school in Bangkok, selected through purposive sampling. The research instruments included lesson plans utilizing the problem-posing learning model on weather and atmospheric changes, problem-solving skill assessments, post-lesson reflection logs, and learning journals. The learning process followed four action research cycles. Quantitative data were analyzed using percentages, means, and standard deviations, while qualitative data were analyzed through inductive analysis.

          The research findings revealed that: 1) Students' post-test mean score for problem-solving skills (M = 28.45, SD = 0.50) was at a very good level, significantly higher than their pre-test mean score (M = 11.74, SD = 0.97), which was at a moderate level. 2) In the first action research cycle, challenges were identified in students' abilities to define problems, understand situations, engage in classroom discussions, and search for information. This led to the development of three key instructional guidelines: 2.1) Using the questions "Who did what, where, how, and under what conditions?" helped students define problems more clearly. 2.2) Creating a classroom atmosphere that emphasizes the importance of problems encourages students to demonstrate better problem-solving skills. 2.3) Providing clear instructions or guidelines for information searching helps students summarize essential knowledge for problem-solving more effectively. These guidelines helped students recognize the significance of problems, define them more clearly, and improve their problem-solving skills in subsequent action research cycles.