DEVELOPING A LEARNING MANAGEMENT MODEL TO ENHANCE THE ANALYTICAL ABILITY OF GRADE 2 STUDENTS IN THE HISTORY OF WHO I AM USING 5W1H TECHNIQUES

Abstract

This study aims to develop a learning management model to enhance the analytical ability of students in elementary school 1) to develop a learning management model to enhance the analytical ability of students in elementary school, history of who I am with 5W1H 2) to try experiment with problem solving techniques and help information. The information that led to the setting of the problem was the use of question 5W1H 3) Comparison of analytical thinking ability of Grade 2 students before and after learning. The example group included 106 students in the second grade of the academic year 2565 at the Demonstration School of Suan Sunandha Rajabhat University. Research tools included historical learning management plans, academic achievement tests and analytical tests. The statistics used were percentage, mean, and standard deviation. The Kolmogorov-Smirnov test found that 1) learning management through the historical methods of Grade 2 students after school was statistically significantly higher than pre-learning at level .05. 2) Historical methodology management of Grade 2 students after learning was not higher than 70% at the statistical significance level .05. 3) The analytical ability of Grade 2 students after learning was statistically significantly higher at level .05.
The study found that the mean pre-school score was 9.94 and the standard deviation was 1.55. while after learning had the standard deviation was 15.48 and the standard deviation was 1.35. The average post-school score was higher when comparing the achievements of learning unit 1, chapter 2, who I am and thinking ability. Analysis of Grade 2 before and after history learning management combined with 5W1H techniques found that elementary school students 2 achievements of historical learning about who I am by managing historical learning with graphic layouts after learning were statistically significantly higher than pre- learning at .05 and comparing the achievements of Grade 2 after managing historical learning with 5W1H techniques with 70% of the criteria, this finding found that second grade, achievements in history in Who am I by conducting historical learning combined with 5W1H techniques post- learning of students exceeded the 70% determined criteria at a statistical significance level of .05.