CASE STUDY: RESULTS OF COLLABORATIVE LEARNING TECHNIQUES ON CLASSROOM ACTION RESEARCH TO ENHANCE SYSTEM THINKING OF PRACTICE STUDENTS TEACHING IN SMALL SIZED-SCHOOL

Abstract

          The objectives of this study were 1) to create and examine the effectiveness of a Learning Activity Package, 2) to compare the System Thinking Ability, and 3) to compare the pre and postlearning achievement via classroom action research and cooperative learning techniques, including the System Thinking assessments of practice students after they experienced the practice students’ activities in a small-sized school. The sample were seven Elementary Education students from the Faculty of Education at Kamphaeng Phet Rajabhat University who practiced teaching in a small-sized school in Academic Year 2020. They were selected through purposive sampling. The research instruments were: 1) Active Learning package based on Classroom Action Research and Cooperative Learning techniques to enhance the System Thinking of practice students in small-sized school 2) Systems thinking assessments and 3) Systems Thinking evaluation forms. The data were analyzed to determine 1) the effectiveness of Active Learning package and the effectiveness indices E1 and E2 2) the efficacy of system thinking ability as measure by pre-and post-active learning achievement. The dependent samples t-test was tested. 3) Assessment of System Thinking Ability of all practice students after the activity was significantly higher than eighty percent. The results revealed that 1) the effectiveness of cooperative learning was E1/E2 = 80.52/80.46 and passed the criterion standard of 80/80. 2) The average result of the system thinking ability of practice students after participating in the classroom research was at 24.14, which was 11.71 higher than the pre-test score, which was 12.43. 3) System Thinking Ability of all practice students after the activity was significantly higher than eighty percent.