อิทธิพลของกระบวนการสะท้อนคิดต่อประสิทธิผลการวิจัยปฏิบัติการในชั้นเรียน : การวิจัยแบบผสมวิธี / ลำพอง กลมกูล = Effects of reflection process on the effectiveness of classroom action research: mixed methods research / Lampong Klomkul
The purposes of this research were 1) to study the good practice of the reflection process and classroom action research, 2) to study the effects of the reflection process on the effectiveness of classroom action research from the selected good cases, 3) to develop the causal model displaying the effects of the reflection process on the effectiveness of classroom action research with a mediator, and 4) to validate the developed causal model and study the direct and indirect effects between variables in the model. The research method was the mixed method research using the quantitative research to extend the qualitative research results. The sample consisted of schools and teacher researchers from the schools under the Secondary Educational Service Area Office 1 using purposive sampling to obtain 4 schools and 7 teachers for qualitative research, and two-stage random sampling to obtain 24 schools and 720 teachers for quantitative research. The research instruments were in-depth interview schedule and questionnaire. Data analysis consisted of content analysis and analytic of induction for qualitative data, and descriptive statistics, correlation analysis using SPSS, validation analysis of the causal model with mediator and the analysis of direct and indirect effects using LISREL, for quantitative data. The research results were as follows: 1) The good practice of reflection process consisted of 6 steps. They were: knowing what to do – correcting and changing – learning from doing – leading to new understanding – thinking of innovating – acting from reflection. The factors affecting reflection were researcher characteristics factor, grounded factor in reflection, environment factor, and reflection task factor. The good practice of classroom action research consisted of a) clearly planning b) confidently doing research c) reflecting the research results with others d) supporting habits towards research and e) having good knowledge of research. 2) The study of selected good cases indicated that the effects of the reflection process on the effectiveness of classroom action research were direct and indirect effects mediated through reflection outcome, measuring from knowledge on research process, acceptance of reflection process, and attitude towards learning from reflections. 3) The developed model consisted of 4 exogenous latent variables and 3 endogenous latent variables with reflection outcome as a mediator, mediating the effects of the reflection process on the effectiveness of classroom action research. And 4) a comparative analysis of model 1 and 2, without and with controlling four factors supporting reflection, in spite of equivalent validity, revealed different effect sizes, the cause of which might be due to multi-collinearity problem as suggested by the oral examination committee. The researcher, therefore, modified model 3 with the combined factor supporting reflection, which indicated validity equivalent to the first two models with similar effects with model 1. Results of model 1 and 3 analysis showed that chi-square = 37.91 and 221.41; df = 31 and 193; p = .183 and .079; GFI = .991 and .979; AGFI = .978 and .953, accounting for the variations in reflection outcome = 43.4 and 40.4 percent, and in the effectiveness of classroom action research = 84.7 and 88.2 percent, respectively. The effects, both direct and indirect effects via reflection outcome, of the reflection process on the effectiveness of classroom action research were significant, and direct effects = .076 and .109 and indirect effects = .572 and .725, respectively.
