Effects of Using Team-Based Learning Instruction on Chemistry Problem Solving Ability of Upper Secondary School Students

Abstract

This research shows Effects of using Team-Based Learning Instruction on chemistry problem solving ability of stoichiometry. The purposes of this research are 1) to compare the result of chemistry problem solving ability before and after the experimental group takes Team-based Learning instruction activities and 2) to compare chemistry problem solving ability between the Team-based Learning instruction group which participate Team-based instruction at the end and conventional instruction of control group. The samples are 100 tenth-graders of Bangpakok Wittayakom School who are on second semester of the 2017 academic year. The pretest and posttest of chemistry problem solving ability are used in the data collection process. The data were analyzed by using 1) descriptive statistics including mean, average, average percentage and standard deviation (SD) and 2) inferential statistics Paired-Samples T Test and t-test independent Sample Team-based Learning instruction is an instructional method, making students have more chemistry problem solving ability. The steps that support students to solve problem are Readiness Assurance consists of Individual readiness assurance test (iRAT) and team readiness assurance test (tRAT), appeals process, instructor feedback and application of course concepts. The chemistry problem solving ability consist of four elements; 1) problem comprehension 2) selection of correct method, chemical concepts or principles to solve problem 3) applying a specific solution to solve the chemical problem and 4) using appropriate mathematics. The results of the study revealed that 1) the average percentage score of chemistry problem solving ability after being taught by Team-based Learning instruction were higher than those of before at .05 level of significance and 2) the average percentage score of chemistry problem solving ability in the Team-based Learning instruction group was higher than the control group being taught by conventional instruction at .05 level of significance.