|
Development of an Active Learning Model Integrated with Positive Teacher–Student Relationships (PEACE2 Model) to Enhance Problem-Solving Skills and Learning Achievement in Physics for Grade 12 Students at Srikoonwittayabunlung School |
|---|---|
| รหัสดีโอไอ | |
| Creator | Nikorn Nilpong |
| Title | Development of an Active Learning Model Integrated with Positive Teacher–Student Relationships (PEACE2 Model) to Enhance Problem-Solving Skills and Learning Achievement in Physics for Grade 12 Students at Srikoonwittayabunlung School |
| Publisher | Faculty of Science, Ubon Ratchathani University |
| Publication Year | 2569 |
| Journal Title | Journal of Science and Science Education |
| Journal Vol. | 9 |
| Journal No. | 1 |
| Page no. | 76-89 |
| Keyword | Learning model, Active learning, Positive teacher–student relationships, Problem-solving skills, Learning achievement |
| URL Website | https://so04.tci-thaijo.org/index.php/JSSE/ |
| Website title | Journal of Science and Science Education |
| ISSN | ISSN 2697-410X |
| Abstract | This study aimed to develop an active learning model integrated with positive teacher–studentrelationships (PEACE2Model) to enhance Grade 12 students’ problem-solving skills and learning achievement in Solids and Fluids at Srikoonwittayabunlung School, a small-sized secondary school with limited resources. A four-phase Research and Development (R& D) design was employed: (1)needs analysis, (2)model development and expert validation with pilot testing, (3)field implementation with 21 Grade 12/1 students, and (4)evaluation of students’ opinions. Data were collected using questionnaires, interviews, tests of problem-solving skills and learning achievement, lesson plans, and a student opinion questionnaire. Data analysis used descriptive statistics, instructional efficiency (E1/E2), effectiveness index (E.I.), and a paired-samples t-test. The findings revealed that the current practice of active learning and positive teacher–student relationships was moderate(X?= 3.11, SD = 0.81). Therefore, it is necessary to develop instructional models. The PEACE2Model organized learning into six steps: Preparation, High Engagement, Action, Conclusion, Enhance Skills, and Evaluate. Field efficiency was E1/E2= 77.39/76.96, exceeding the 75/75 criterion, and the effectiveness index was E.I. = 0.72, indicating high learning gains. After implementation, students’ problem-solving skills significantly increased from pretest (X?= 4.38, SD = 2.06) to posttest (X?= 18.47, SD = 2.14), p < .001, and learning achievement significantly improved from pretest (X?= 6.19, SD = 1.89) to posttest (X?= 20.29, SD = 2.02), p < .001. Students’ overall opinions toward the PEACE2Model were high, suggesting that the model is appropriate and can be effectively implemented to improve physics learning outcomes in resource-constrained small school contexts. |
