Jadsadayut Kraiklang, Panwilai Chomchid, Panadda Thansupho


The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between  students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade level from Wapi Phatum School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. Using the 6-main instructional PBL method’s lesson plans to management of the activity-based learning conceptual approach in 12 hours, the 30-item Learning Achievement Assessing Test (LAAT), and the 20-item Solving-Problem Ability Measuring Test (SPAMT) were used. Statistically significant with the average mean scores, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the E1/E2 results with the PBL method indicated that of 85.48/84.44, which was higher than standardized criteria of 80/80. Students’ learning achievements of their post assessing test and the scientific solving-problem learning ability outcomes at 80% with the PBL were differentiated that evidence at the 0.05 level, significantly. Students’ performances of their SPAMT and the criteria learning outcomes at 80% with the PBL toward science were also found of statistically significant that evidence of 0.01, differently. Associations between students’ learning outcomes of their LAAT and their SPAMT toward science, the R2 value indicates that 67% of the variance in solving-problem abilities to their science class was attributable to their learning achievements of their Problem-Based Learning (PBL) instructional method toward science.


Article visualizations:

Hit counter



instructional approaching management, the problem-based learning model enhancing students’ achievements, solving-problem ability, science class


Chittapak, T. (2005). A study of learning achievement and communication skills using problem-based learning-based problem-based learning. Master of Education Thesis, Srinakharinwirot University.

Fruchter, R and Lewis, S. (2003). Mentoring and reverse mentoring in P5BLlearning International Journal of Engineering Education (IJEE). 19 (5): 663. Retrieved 23 September 2015.

Hung, W. (2011). Theory to reality: A few issues in implementing problem-based learning. Educational Technology Research and Development. 59 (4): 529–552. doi:10.1007/s11423-011-9198-1

Intanont, B. (2008). A Study of learning achievement in science and ability to solve scientific problems of the secondary students at the 9th grade level in Yothinbumrung School managed learning using problem-based learning and knowledge-based learning management. Master of Science Thesis, Srinakharinwirot University

Kanyama, T. (2013). Problem-based learning based learning on learning achievement and scientific problem solving ability of secondary students at grade 8th level. Master of Education Thesis, Pibulsongkram Rajabhat University. Preliminary research (ed. 7). Bangkok: Suviriyasarn.

Kaemmanee, T. (2012). Teaching science: A knowledge-based learning process. Performance Bangkok: Chulalongkorn University.

Koatsingh, S. (2012). Development of a Science Instruction Model Based on Problem-Based Learning to Enhance Problem Solving Skills of Grade Seven Students. Research Methodology & Cognitive Science, Vol. 11, No. 2, October 2013– March 2014

Koatsingh, S. (2014). A comparison of learning outcome and problem-solving ability of mathayomsuksa iv students from problem-based learning. Master Degree of Education, Srinakharinwirot University.

Loapaisalapong, W. (2011). Study of problem solving ability and interest in learning. Thai language of secondary students at the 9th grade level with the problem-solving learning. Master thesis. Secondary School Graduate Program, Srinakharinwirot University.

Melzner, J.; Merz, K.; Holliger, C.; and Bargstädt, H. (2015). Teaching construction project management within an international and trans-disciplinary learning platform (PDF). ITC Digital Library. Retrieved 24 September 2015.

Ministry of Education. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008)). Bangkok: Printing House, Agricultural Cooperative Federation of Thailand.

Office of the Education Council. (2007). Problem-based learning management process. Retrieved from

Panpruek, S. (2013). The results of The O-NET exam: A national educational test. Retrieved from

Ploysang, K. (2010). A study of language learning achievement and problem-based learning communication. Ph.D. Thesis, Faculty of Humanities, Mahachulalongkornrajavidyalaya University. Thailand.

Promkate, C. (2013). The development of problem-based learning instructional models for problem solving skills development of secondary students at the 7th grade level. Burapa University Journal Online, Vol. 11, No. 2 (2013).

Ruangsombut, S. (2016). Develop a learning management plan: Learning management science has not been successful. Retrieved from

Schmidt, H. G; Rotgans, J. I and Yew, E. H. J. (2011). The process of problem-based learning: What works and why. Medical Education. 45 (8): 792–806. doi:10.1111/j.1365-2923.2011.04035.x. PMID 21752076

Wood, D. (2003). ABC of learning and teaching in medicine: Problem based learning. British Medical Journal. 326: 328–330. doi:10.1136/bmj.326.7384.32


  • There are currently no refbacks.





Copyright © 2015. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).