A Curriculum Development for the Enhancement of Learning Management Performances Emphasizing Higher Order Thinking Skills for Lower Secondary Science Teachers

• Main Authors: Saksit Seeluangpetch, Pisamai Sriampai, Nipapron Sutiman
• Format: Article
• Language: Thai
• Published: Mahasarakham University 2016-12-01
• Series: Journal of Education, Mahasarakham University
• Subjects: Performance enhancement curriculum; Higher order thinking skills; Science learning management
• Online Access: https://edu.msu.ac.th/journal/home/journal_file/310.pdf
• ISSN: 1905-9922; 1905-9922

This study aimed at 1) investigating the problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers, 2) developing an effective curriculum to enhance the learning management performances which emphasized the higher order thinking skills for lower secondary Science teachers, and 3) studying the effects of using the curriculum developed for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. The research was conducted in 4 phases. Phase 1 of the research was the study of fundamental information regarding problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. It was carried out by studying the related literature and exploring the needs. The instrument used in Phase 1 study was the needs assessment. The statistics used for data analysis were mean ( ), percentage (%), and standard deviation (S.D.). The result of the study revealed that the Science teachers’ prior knowledge was at low level and the need to enhance their performances was at high level. The development of the curriculum was carried out in Phase 2 of the study. The curriculum was constructed and developed in order to enhance the learning management performances which emphasized the higher order thinking skills. The instrument used was the appropriateness the assessment of the curriculum framework. Mean ( ), percentage (%), and standard deviation (S.D.) were used to analyze the data. The result of the assessment showed that the overall appropriateness of the curriculum was at high level. The main components of the curriculum comprised of curriculum’s problem and necessity, rationale, objective, structure, training activity, training media, training duration, and evaluation and assessment. The curriculum trial was conducted in Phase 3 in order to study the effectiveness of the designed curriculum on the teachers and students. The research samples consisted of 12 Science teachers teaching Mattayomsuksa 3 students. The research instruments were included the curriculum for the enhancement of learning management performances emphasizing the higher order thinking skills, the test on knowledge and understanding of the learning management focusing on the higher order thinking skills, the assessment form to assess the capability to design the learning management with the emphasis on the higher order thinking skills, the observation form to assess the ability to manage the learning process that focuses on the higher order thinking skills, and the achievement test to assess the students’ achievement in Science. The results showed as follows. 1). For the knowledge and understanding of the learning management focusing on the higher order thinking skills of the teachers, it exposed that the mean of the score in the pretest was 13.67 and the percentage was 45.56. The mean and the percentage in the post-test were 25.42 and 84.72, respectively. It could be concluded that the teachers teaching Science had knowledge and understanding in the learning management that emphasizes on the higher order thinking skills at higher level after the training. 2. The Science teachers’ capability to design the learning management with the emphasis on the higher order thinking skills was significantly appropriate. 3. The lower secondary Science teachers’ ability to manage the learning process with the emphasis on the higher order thinking skills was at good level. 4. The Mattayomsuksa 3 students learning Science with the trained teachers gained 74.68 percent in post-test which was higher than the set criteria at 70 percent. There were 82 students passing the set criteria accounted for 82 percent. The result indicated that the students achieved their learning and passed the requirement. In Phase 4, the curriculum was adjusted and revised for its completion. More time was provided for creating the resource units, writing lesson plans, and taking the test. Thus, the students could have the additional time to find the right answers and to review the test.