ผลของการใช้รูปแบบการสอนตามแนวทฤษฎีสามเกลียวของสเติร์นเบอร์ก ในวิชากลุ่มสร้างเสริมประสบการณ์ชีวิตที่มีต่อความสามารถในการคิดแก้ปัญหาอย่างสร้างสรรค์และผลสัมฤทธิ์ทางการเรียนของนักเรียนชั้นประถมศึกษาปีที่ 5 / ศศิกานต์ วิบูลยศรินทร์ = Effects of using Sternberg's Triarchic Teaching Model in life experiences area on creative problem solving and academic achievement of prathom suksa five students / Sasikarn Wiboonyodsarin
The purpose of this research w as to study the effects of using Sternberg's Triarchic Teaching Model in life experiences area on creative problem solving and academic achievement of Prathom Suksa five students. The subjects w ere 86 Prathom Suksa five students from Samsen Kindergarten School. They were randomly assigned into experimental group and control group with 43 each. The experimental group was taught ten sessions using Sternberg's Triarchic Teaching Model while the control group was taught ten sessions by traditional teaching within the content of the life experiences area. All subjects were tested on creative problem solving by Creative Problem Solving Test and Creative Problem Solving Product Semantic Scale before and after treatment. And then, they were tested on academic achievement by Academic Achievement Test before and after treatment. The data were analyzed by t-test. The results were as follows: 1. The students in the experimental group had higher scores on creative problem solving by Creative Problem Solving Test on the posttest than the students in the control group at the significant level of .01. 2. The students in the experimental group had higher scores on creative problem solving by Creative Problem Solving Test on the posttest than on the pretest at the significant level of .01. 3. The students in the experimental group had higher scores on creative problem solving by Creative Problem Solving Product Sem antic Scale on the posttest than the students in the control group at the significant level of .01. 4. The students in the experim ental group had higher scores on creative problem solving by Creative Problem Solving Product Semantic Scale on the posttest than on the pretest at the significant level of .01. 5. The students เท the experimental group had higher scores on academic achievement by Academic Achievement Test on the posttest than the students in the control group at the significant level of .01. 6. The students in the experimental group had higher scores on academic achievement by Academic Achievement Test on the posttest than on the pretest at the significant level of .01.