Using Information and Communications Technology Based on Project-based Learning to Develop Students with Different Personality Types Metacognition

Abstract

The research aims to 1) compare students’ pre-metacognition and post-metacognition after learning and using information and communications technology based on project-based learning; 2) compare students’ pre-metacognition and post-metacognition in each group of personality types after learning and using information and communications technology based on project-based learning, and 3) compare students’ metacognition with different personality types after learning and using information and communications technology based on project-based learning. The sample used in this research were 174 students in the 5th grade from Ongkharak Kindergarten school who were enrolled in the second semester of 2015 academic year by multistage sampling of four classrooms. Research tools were Google Apps, lesson plans of information and communications technology based on project-based learning, Keirsey Temperament Sorter and Metacognition Awareness Inventory. Statistics used for data analysis were descriptive analysis, standard deviation, t-test and ANCOVA. The results showed that 1) students’ post-metacognition were higher than pre-metacognition after learning and using information and communications technology based on project-based learning with statistical significance at .05; 2) after learning and using information and communications technology based on project-based learning, all students’ personality types had post-metacognition higher than pre-metacognition with statistical significance at .05, and 3) after learning and using Information and communications technology based on project-based learning, students in all different personality types had different metacognition development with statistical significance at .05. Additionally, the Rational group had achieved higher metacognition mean score, in comparison with the Guardian group and the Artisan group with statistical significance at .05. Meanwhile, the differences of the Rational group and the Idealist group were not statistically significant and there was no difference rate of metacognition scores among the Idealist, the Guardian, and the Artisan groups.