การศึกษาอิทธิพลของรูปแบบการจัดการเรียนรู้ที่พัฒนาทักษะการคิดขั้นสูงของนักเรียน: การวิเคราะห์อภิมานและการจับคู่คะแนนความโน้มเอียง

Abstract

The objective of this research is to 1) Study the characteristics variables and effect sizes of research studies about Learning Instructional Model to develop Student's High order thinking skills 2) Compare the effect sizes based on the characteristics variables of research studies that develop Student's High-Order Thinking Skills. 3) Compare the effect sizes of Learning Instructional Model that develop of Students' High-Order Thinking Skills, after the adjustment of effect sizes using the Propensity Score Matching Method. Sample research study is derived from Master' s Theses or Independent Studies published between the years 2002 - 2021, total 344 research topics. The data collection instruments used are research study characteristic record forms and research quality assessment forms. The data was analyzed using descriptive statistics and effect size calculations for research studies, employing Glass's method for Meta-Analysis. and analyze the research study characteristics and effect sizes usingMeta Regression Analysis with Random-Effects and Fixed-Effects. The research findings indicate that. 1) The study results regarding the research study characteristics that were categorized based on basic research data revealed that Mostof theresearch was published between the years 2007 to 2011 (40.70%). Universities in the Northern, Northeastern, and Southern (37.50%). The Eastern Northeastern region (46.22%). Major of the curriculum and teaching (36.05%). Theses (98.26%). Female researchers (79.07%). The Office of Secondary Educational Service Area (SESA) (48.84%). Research variables was Analytical Thinking Skills (35.76%). In part of the content research, the study found that Learning Instructional Model of scientific process skills. (27.62%). Research objectives aimed at comparisons. (44.48%). Research utilized directional hypotheses. (65.41%). Science Department. (41.57%). Junior high school. (43.90%). The National Education Act B.E. 3 rd -4 th in the years 2011- 2021 (60.17%). The National education plan B.E 10th (2007-2011) (40.70%). The Basic Education Core Curriculum in 2008(52.04%). Duration for Learning Plans was 2 hours per plan. (36.63%). The entire learning process on 0 - 12 hours (30.81%) and 13 – 16 hours (30.81%). Learning Objectives were often defined in two aspects: Cognitive Domain and Psychomotor Domain (45.06%). Teaching was structured into four stages: Introduction, Teaching, Practice, and Conclusion (20.35%). Students engaged in Cooperative Learning Processes and Presentations (61.05%). Learning Materials were Materials and Equipment, along with Worksheets, Activity Sheet and Test (47.67%). Evaluation of Learning outcomes Primarily involved Post-test and Inspecting (47.97%). The Learning Environment in the classroom (52.33%). The researchers do not record the results of learning (52.91%). In Methodology Research, it was found that Samples (70.06%). Group random sampling (52.03%). Randomized Control Group Pretest - Posttest Design (59.30%). The quality of instruments using methods such as Validity, Reliability, Discriminant validity, and Index of difficulty (67.15%). The data collection methods were Objective Test (68.90%). Data Analysis was conducted using the t - test Independent Sample (59.59%), and the quality of the research was generally rated as good. (63.08%) For continuous variables, the study found that on average: The number of pages in the research papers was199 pages. The number of pages excluding appendices was111 pages. Research objective was 4. Hypotheses was 3. The sample size was 69 propels. The sample size used in the experimental group was 34 propels. The sample size used in the control group was 34 propels. The reliability of the instrument was 0.818. The number of items in the measurement instrument was 26 items. The number of learning management plans was 9 plans. Time spent per plan was 3 hours. Total time spent on experiments was 17 hours. The number of learning objectives was 5. The effect size values of factors influencing Students' High-Order Thinking Skills range from -0.208 to 11.575, with an average effect size of 1.629. This indicates that the Learning Instructional Model has an impact on the development of Students' High-Order Thinking Skills at a rate of 1.629 times the standard deviation. The distribution of effect size values is skewed to the right (Sk = 2.580), and it has higher kurtosis than a normal distribution (Ku = 10.265). The average research quality score is 2.592, indicating that the research quality is at a good level. 2) The results of the comparative effect sizes from research characteristics related to about Instructional Learning Model to develop of Student' s High-Order Thinking Skills, involving 31 variables. Research characteristics that have statistically significant effects at the .05 level, involving 19 variables, include:1) Research-producing universities2) Geographic regions of research-producing institutions 3) Fields of study in the research 4) Dependent variable of research 5) Learning Instructional Model 6) Research hypotheses 7) National Education Act 8) Instructors' teaching process9) Learning media10) Methods of Measuring and Evaluating Learning outcomes11) Research data sources 12) Research sample selection 13) Research designs 14) Instrument Quality Assessment 15) Number of Research Objectives 16) Number of students in the Experimental Group 17) Duration per Plan18) Total Learning Management Durationand 19) Research quality 3 ) The results of comparing Learning Instructional Model that develop to Student’s High-Order Thinking Skills before using the Propensity Score Matching Method showed that the Self-Directed Learning Approach significantly influenced the effect size of Student’s High-Order Thinking skills at a .05 significance level. After adjusting the effect sizes using the Propensity Score Matching Method, it was found that no Instructional Learning Model had a significant effect on the effect size. When considering the effect size, it was found that the Self-Directed Learning Approach (d̅= 0.429) had the highest effect size, followed by Collaborative Learning (d̅= 0.386), Activity/Technology-Mediated Learning (d̅= 0.378), Technique-Focused Thinking (d̅= 0.353), Problem-based Learning (d̅= 0.345), and Science Process-Oriented Learning. (d̅= 0.323)