THE EFFECT OF MODEL-BASED LEARNING MANAGEMENT IN THE TOPIC OF CHROMOSOME AND GENETICS MATERIALS ON MENTAL MODEL AND LEARNING ACHIEVEMENT OF GRADE 10 STUDENTS AT PRANKRATIA PITTAYAKOM SCHOOL IN KAMPHAENG PHET PROVINCE

Abstract

The purposes of this research were to 1) compare the mental model of grade 10 students who learned the model-based-learning management and students who learned the traditional management 2) compare the learning achievement of grade 10 students who learned the model-based-learning management and students who learned the traditional management and              3) examined the relationship between mental model and learning achievement of grade 10 students who learned the model-based-learning management. Sample consisted of 79 grade 10 students from two classrooms of Prankratai Pittayakhom School, obtained by cluster random sampling. Participants were assigned to an experimental group (n = 40) and a control group (n = 39). The research instrument were 1) 6 lesson plans, 2) a Mental model evaluation had a reliability coefficient of 0.80, and 3) a learning achievement test had a reliability coefficient of 0.82. The statistics used for data analysis were the mean, standard deviation, t-test and Pearson Correlation Coefficient.

The research finding showed that 1) the mental model of the students who learned through the model-based-learning management was higher than those of the students who learned through the traditional management at the .05 level of statistical significance, 2) the learning achievement of the students who learned through the model-based-learning management was higher than those of the students who learned through the traditional management at the .05 level of statistical significance, and 3) mental model and their post-management learning achievement, under model-based learning, were found to be significantly correlated at the .05 level of statistical significance. with the correlation being of a moderate magnitude.