Effects of 7-E, KWL and Conventional Instruction on Analytical Thinking, Learning Achievement and Attitudes toward Chemistry Learning

Abstract

Problem statement: The purposes of this research were to compare in analytical thinking, science learning achievement and attitudes toward chemistry learning of Matthayomsuksa 5 students who learned using the 7-E learning cycle, KWL learning method and conventional approach. Approach: The sample consisted of 154 Matthayomsuksa 5 students attending in the first semester of the academic year 2008, Phayakkhaphumwitthayakhan School, Phayakkhaphumphisai District, Mahasarakham Province, cluster random sampling technique was employed. The were divided into two experimental groups who learned using the 7-E learning cycle and KWL learning activities and one control group who learned using the conventional approach. Results: The research instruments were: (1) 12 lesson plans for organization of 7-E learning cycle, 12 lesson plans for organization of KWL learning method and 12 lesson plans for organization of the conventional approach; (2) A 30-item analytical thinking test; (3) A 40-item achievement test of science learning achievement and (4) A 20-item of attitudes toward chemistry learning. The statistics used for analyzing the collected data were mean, standard deviation, F-test (one-way MANOVA), Hotelling’s T2 and Univariate t-test. The results of the study revealed that the students who learned using the 7-E learning cycle, KWL learning method and the conventional approach were differently showed analytical thinking, science learning achievement and attitudes toward chemistry learning at the 0.05 level of significance. The students who learned using the 7-E learning cycle showed more science learning achievement than did the students who learned using KWL learning method. Also the result and indicated than analytical thinking, science learning achievement and attitudes toward chemistry learning higher than did the students who learned using the conventional approach. In addition, the students who learned using KWL learning method showed higher analytical thinking than did the students who learned using the conventional approach at the 0.05 level of significance. Conclusion: In conclusion, students who learned using the 7-E learning cycle showed analytical thinking, science learning achievement and attitudes toward chemistry learning higher than did the students who learned by KWL learning and the conventional approach. Therefore, teachers should be supported to implement the 7-E learning cycle in science teaching in the future.