The development of instructional system for analytical thinking and synthesis thinking with constructionism approach for students with different learning abilities


  • Theeranut Pimpan
  • Chalong Tubsree
  • Montree Yamkasikorn


Instructional systems, Critical thinking, Constructionism, Analytical thinking


This research aims to develop the Instructional System for Analytical Thinking and Synthesis Thinking with Constructionism Approach for Students with Different Learning Abilitties to meet the 80/80 efficency criterid. The research follows the process of research and development according to the ADDIE learning development mode (1980s) by way of analysis, design, development, implementation and evaluation. The research instruments comprises 1) learning management plans, 2) a learning achievement test, 3) a test of analytical and synthesis abilitties, 4) a learning management suitabililty evaluation form, and 5) a learning system evaluation form. In validating the efficiency and assuring the learning achievement, the samples used were 34 Prathomsuksa6 students of Nakhonsawan Rajabhat Univeersity Demonstration School.The results were that the developed learning system consisted of 6 small units as follows: unit 1: environmental and readiness preparation; unit 2: analysis and readiness preparation of learners; unit 3: curriculum and learning plan preparation; unit 4:learning management; unit 5 : supplementaey teaching and activities, and unit 6: evaluation. The constructionism approach consisted of 5 steps which were 1) introduction, 2) preparation of content. 3) practice,4) practice results and suggestion, and 5) evaluation. When used with the implementation group, it was found that the students' learning achievement after learning was higher than that prior learning significantly at the level of .05.Their knowledge increased by 27.50 percent. The learning achievement of the students in the high learning ability group was higher than that of the average learning ability and low learning ability group significantly at the level of .05, whereas that of the average learning ability group was not different from that of the low learning ability group. The analytical thinking and synthesis thinking abilities of the students after learning were higher than prior learning significantly at the level of .05. It is suggested that teachers can apply this developed learning system jn other subject areas or in other educational levels by taking the school context into account.

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