A STUDY OF CONTEXT-BASED LEARNING ACTIVITY MODEL ON CHEMICAL REACTION ISSUE FOR SECONDARY STUDENTS AT THE 10TH LEVEL

Abstract

The aims of the action research in chemistry learning classroom through the Context-Based Learning Activity Model (CBLA Model) on chemical reaction issue for secondary students at the 10^th level in second semester in academic year 2016 were 1) to develop the instructional innovative of the CBLA Model lesson plans with the efficiency of the process and the efficiency of the results (E1/E2) with the efficiency at the determining criteria as 75/75, 2) to compare between students’ learning achievements and their standardized assessments of the 75-percent criterion level were examined, 3) to compare between gender students of their creative thinking abilities with the CBLA Model. Students’ learning achievements of their post and their standardized assessments of the 75-percent criterion level were examined. Administrations with the target group which a sample sizes of 35 secondary students at the 10^th grade level in a chemistry class from Jaturapakpiman Ratchadaphisek School under the Roi-Et Secondary Educational Service Area Office 27 with the purposive sampling technique. Students’ instructional approaching management with the 9-CBLA Instructional Lesson Plans in six weeks in 16 periods was designed. Using the 30-item Chemical Reaction Issue Test (CRIT) were assessed. Students learning outcomes of their creative thinking abilities were assessed with the 3-Creative Thinking Ability Test (CTAT). Statistically significant was analyzed with the average means scores and standard deviation. The results of these research findings have found that the Context-Based Learning Instructional Management Plans indicated that the average quality of 4.53, which the quality was a high quality of CBLA Model and can be used to manage the teaching. The CBLA learning plan had a consistency between 0.67-1.00, the discriminative validity ranged from 0.21 to 0.63, the difficulty level was from 0.39 to 0.63, and the reliability as a whole test was 0.85. The CTAT was a three-item essay that identifies creativity as a 3-part creative idea has a consistency between 0.80-1.00. Students’ learning achievements were assessed with the CRIT was 23.29 (77.62%) that higher than 75% criterion level. Students’ creative thinking abilities of their Initiative thinking, Thoughtful thinking, and Flexible thinking were higher due to the duration of the activity, significantly

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