The Development of Learning Achievement in Finance and Fiscal Studies and Analytical Thinking Skills through Phenomenon-Based Learning Combined with Reflective Thinking for Grade 11 Students

Abstract

This research aimed to 1) compare the academic achievement before and after studying of Mathayom 5 students, 2) compare the analytical thinking skills before and after studying of Mathayom 5 students, 3) compare the academic achievement of Mathayom 5 students, 4) compare the analytical thinking skills of Mathayom 5 students, and 5) study the satisfaction toward the learning management using phenomenon-based learning with reflective thinking. The sample consisted of 42 persons. The research instruments were 1) The learning management plan using phenomenon-based learning with reflective thinking, Finance and Treasury Learning Unit, 2) The conventional learning management plan, Finance and Treasury Learning Unit, 3) The pre- and post-test of academic achievement on Finance and Treasury, 4) The analytical thinking ability test, and 5) The satisfaction questionnaire toward the learning management using phenomenon-based learning with reflective thinking. The statistics used for data analysis were percentage, mean, standard deviation, dependent test, and independent test. The results of this research found that: 1)Students who received phenomenon-based learning combined with reflective thinking had significantly higher post-test learning achievement in finance and fiscal studies, analytical thinking, learning activities,  analytical thinking skills compared to their pre-test results, at a statistical significance at the .05 level 2) Students who were taught using phenomenon-based learning combined with reflective thinking expressed overall satisfaction with this learning approach at a high level.