Available online at www.sciencedirect.

com

Procedia - Social and Behavioral Sciences 46 (2012) 3339 3344

WCES 2012

Development of teachers learning management emphasizing on

analytical thinking in Thailand
Art-in, Sitthipon a *
Khon Kaen University, Faculty of Education, Department of Curriculum and Instruction, Khon Kaen, 40002, Thailand

Abstract
The objectives of this research were: 1) to develop the teachers in learning management emphasizing on analytical thinking, a nd
evaluation of development, and 2) to develop the students analytical thinking so that they would have average score of analytical
thinking not less than 70%, and there were 75% up of students passing criterion. There were 2 phases of this research. Phas e 1:
the teacher development in learning management emphasizing on analytical thinking, and evaluation of development. Phase 2:
the students analytical thinking development and evaluation. The target group consisted of 20 teachers in Science Learning
Area, and 560 grades 3, 4, 7 and 9 Students of schools under jurisdiction of the Ministry of Education, Thailand. Results of the
research are as follows: 1) The effect of teacher development in learning management emphasizing on analytical thinking was
that; (1) the trained teachers, had their post-test average score of analytical thinking for 35.09, or 77.98% which was higher than
the specified criterion of 70%, (2) 13 trained teachers, or 65.00%, were able to establish a learning management plan focusing on
analytical thinking, and had quality at the Very Good level, and 7 teachers, or 35.00%, at the Good level. 2) The findings of
development in learning management focusing on analytical thinking, found that the students had a post-test average score in
analytical thinking at 76.49%, and there were the number of students 79.83% passing criterion which was higher than the
specified criterion. Students had overall satisfaction in learning management emphasizing analytical thinking at the Highes t
level.
2012
2012Published
PublishedbybyElsevier
Elsevier
Ltd.

Ltd.
Selection and/or peer review under responsibility of Prof. Dr. Hseyin Uzunboylu
Open access under CC BY-NC-ND license.
Keywords: Teachers Development, Analytical Thinking, Learning Management Emphasizing on Analytical Thinking, Thailand

1. Introduction
The Learning Management for thinking development was a concept which the educators were interested in very
much. It could be stated as the great discovery during the 21 st Century since it was Learning Management for
students to be able to think and practice, solve the problem by themselves, be able to adjust with the changes of
society, environment, and technologies which would lead to development of themselves, their society, and country
(Wasee, 1999). It was supported by Pamphilons (2000) statement that. In present situation, students had to face
with rapid changing world. Therefore, as the educators, major responsibility of teacher was to prove their students
sustainable development. In Learning Management, content and activity needed to be provided congruently with
the students interest and aptitude by considering the individual differences by providing the skill training, thinking
process, management, coping with situation so that the students would learn from real experience. Besides, Jones (1997)

* Art-in, Sitthipon. Tel.: +66-043-343-452

E-mail address: asitthi@kku.ac.th

1877-0428 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hseyin Uzunboylu
Open access under CC BY-NC-ND license. doi:10.1016/j.sbspro.2012.06.063

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Art-in and Sitthipon / Procedia - Social and Behavioral Sciences 46 (2012) 3339 3344

gave reason for human beings should have thinking skill that since in the present, there were many occurring things
needed to have ability in considering the facing situation as well as make decision which information would oppose
or support conclusions. We had to understand the thinking technique in various subjects. Each subject included its
own reason, and body of knowledge. So, it was very necessary to inculcate the students since they were young,
especially the enhancement for students to develop their analytical thinking which they had to use the ability in
classifying different components into many parts, and find the relationship of those components. Therefore, the
analytical thinking was higher order thinking helping students to classify which information would be useful or not
be useful, and evaluate reliability of information in their daily life for making decision or solving the problem. It
analytical thinking, and creative thinking. Since it was indispensable for students to use it in their work practice as
well as livelihood in the 21st Century.
Analytical Thinking was a competency in identifying and classifying different aspects of anything which might be
an object, story, or incidence into small parts that what would be included, and find the relationship of those
components how they would be associated, what were the cause or effect, in order to comprehend and see
relationship of given things. There were 3 kinds of analytical thinking: analyzing the importance, analyzing for
finding the relation, analyzing the principle (Bloom, 1956).
Education Act 1999, and Revised Issue (the 2nd Issue) 2002 by specifying guideline for Learning Management in
and aptitude so that they would practice their skill, thinking process, management, situation facing, and knowledge
Basic Education 2008 specified 5 major competencies of students. One important competency was t
thinking ability especially the analytical thinking, synthetic thinking, creative thinking, critical thinking, and
systematic thinking in order to lead to the creation in body of knowledge or information technology in making
decision for themselves and society adequately (Ministry of Education, 2008).
analytical thinking. But, in the past two decades, found that the development in stude
viewed from report the findings of external audit of The Office for National Education Standards and Quality
Assessment (ONESQA), found that in the overall national level, the standard evaluated in the lowest , or the most
problematic standard with highest level of problem, was the Standard of students, Standard 4 (the students had
ability in their analytical thinking, synthetic thinking, creative thinking, critical thinking, considering, and vision)
level (The Office for National Education Standards and Quality Assessment : ONESQA, 1997). In addition,
according to research report in research findings of follow up the Educational Reform based on National Education
academic achievement,
Act 1999 (Wirach-chai et. al., 2004), found that in individual level, Grade 6 and 9

should be emergently improved (Ministry of Education, 2006).

According to the findings of evaluation and report, showed that Thai Students were facing problem in developing
process since the learning process still focusing on providing knowledge by the teachers, the students needed to
rather than enhancing students to have rational thinking, analytical thinking, synthetic thinking, and problem
solving, searching for knowledge, and constructing knowledge by themselves (Sinlarat, 2000; Ministry of
Education, 2006). It was caused by the teachers facing problem in Learning Management emphasizing on

Art-in and Sitthipon / Procedia - Social and Behavioral Sciences 46 (2012) 3339 3344

3341

Analytical Thinking (Erwin, 993; Kammanee, 003). Moreover, the teachers wanted to obtain self development
in Learning Management for Analytical Thinking (Art-in, 011).
Teacher development was very important, as Fullan (1993 cited in Mitkovska, 2010) statement that:
-quality teacher is always ready to learn-sine qua non is facing dynamic complexity, key to the creation of
citizens who can manage their lives and be connected with others around them in ever-changing world. There is no
According to the above reason, the researcher was aware of the significance of teaching professional development.
So, teacher development in Learning Management Emphasizing on Analytical Thinking in context of Thailand so
that the teachers could use it in Learning Management Emphasizing on Analytical Thinking efficiently.
2. Research Objectives
1. To develop the
development.
Analytical Thinking so that they would have Analytical Thinking average score not
2.
less than 70%, and there were 75% up of students passing criterion.
3. Research Methodology
Emphasizing on the Analytical Thinking in Thailand,
consisted of 2 phases as follows:
Phase 1: Teachers Development in Learning Management Emphasizing on Analytical Thinking and
Evaluation of Development.
Learning Management emphasizing on analytical thinking, the session was 3 days. The target group included 20
teachers teaching Science Learning Area of schools under jurisdiction of the Office of Khon Kaen Educational
Service Area 1, Ministry of Education, Thailand. They were selected by Purposive Sampling from those who were
interested in, and apply to participate in the training. For activities in training, consisted of: ) providing basic
knowledge in Analytical Thinking, 2) providing training in Analytical Thinking for teachers participating in
training, 3) providing knowledge in Learning Management emphasizing on the analytical thinking, Science
Learning Area of Art-in (2011) since the teachers would teach their students, they had to understand thinking
process as well as have thinking ability (Baldwin, 1984; NCSS, 1989). For participant teachers, they were evaluated
by 1) testing their analytical thinking after the training, 2) evaluating the Learning Management Plan emphasizing
on Analytical Thinking of the participant teachers. The instruments using in this research were: 1) the Analytical
Thinking Test for teachers, multiple choice, and 2) the Evaluation Form of Learning Management Plan, 5 Level
Rating Scale. Data were analyzed by calculating the Percentage, Mean, and Standard Deviation. The criterion of
emphasizin
Phase :
occurring
with Students. After teacher development in Learning Management emphasizing on the analytical thinking, the
researcher studied Analytical Thinking occurring with students. The target group included Grade 3, 4, 7, and 9
Students of schools under jurisdiction of the Office of Khon Kaen Educational Service Area 1, Ministry of
Education, Thailand. They were selected by Purposive Sampling from students taught by 20 teachers being trained
in Learning Management emphasizing on the analytical thinking for 20 classrooms from 20 schools, 560 students.
The teachers in each class level collaborated in establishing the Learning Management Plan emphasizing on the
ytical thinking was evaluated by using the test.
by using the Questionnaire. The instruments using in this study were: 1) the Analytical Thinking Test for students,
Analytical Thinking, 5 Level Rating Scale. Data were analyzed by calculating the Percentage, Mean, and Standard

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Art-in and Sitthipon / Procedia - Social and Behavioral Sciences 46 (2012) 3339 3344

Deviation by set
criterion, for 75% up.
4. Conclusions and Discussions
1. The findings of teacher development in Learning Management Emphasizing on the analytical thinking:
The findings of teacher development in Learning Management emphasizing on the analytical thinking in
Science Learning Area, found that: the teachers participating in training, had post-test average score of analytical
or
8 % which was higher than specified criterion as
thinking =
thinking process could be developed. In addition, there were 3 major activities in teacher training as: 1) providing
the basic knowledge in analytical thinking, 2) providing training in Analytical Thinking for teachers participating in
training, and 3) providing knowledge or step of Learning Management emphasizing on the analytical thinking.
Since when the teachers taught their students, they had to understand thinking process as well as have thinking
ability (Baldwin, 1984; NCSS, 1989). As a result, they obtained basic knowledge of analytical thinking, practice
their own analytical thinking process, as well as knowledge and comprehension in model of step of Learning
Management for analytical thinking. Consequently, their analytical thinking was higher than specified criterion.
1.2 The participant teachers could be able to establish the Learning Management Plan emphasizing on the
analytical thinking. In addition,
analytical thinking. They practiced thinking by themselves as well as sharing with the other participants. So, they
had knowledge and comprehension in model or step of Learning Management emphasizing analytical thinking. As
well as practicing to establish the Learning Management Plan emphasizing analytical thinking. The established plan
was presented. Discussion expressing opinion, sharing, criticizing, and recommending the established plan were
performed. As a result, they were able to organize the Learning Management emphasizing on analytical thinking in
reflecting the training that they had knowledge and comprehension clearly in analytical thinking, practiced their own
analytical thinking, obtained knowledge in model or step of Learning Management emphasizing on analytical
thinking as well as the practice in writing the Learning Management Plan emphasizing on analytical thinking, and
g further.

-test score on
%, and there were the number of students passing criterion for
% which were
analytical thinking as
higher than specified criterion. It might be because the learning by using Learning Management Model emphasizing
on analytical thinking, could offer opportunity for students to practice thinking for finding the answer through
interesting problem situation, content material, story, article, incidence, or phenomenon. Since the key of learning
focusing on thinking process, was to use questions stimulating the students to think. As a result, they would be
curious as well as want to find the solution. Every student participated in learning activity by practicing in both of
individual and small group, analyzing the significant as well as finding relationship and rationale (Bloom, 1956).
Consequently, the students collaborated in practicing to think and sharing since the group discussion as well as
development as well (Pollack, 1987; Takington, 1989). Moreover, the activity of presentation and discussion in
-student, and
student-student could cause them to extend their boundary of thought to be broader and more complex (Gall & Gall
cited in
early every educational
effort to improve student achievement.
Mathematics an

Art-in and Sitthipon / Procedia - Social and Behavioral Sciences 46 (2012) 3339 3344

3343

Learning Management emphasizing on

analytical thinking, found that they were satisfied with Learning emphasizing on analytical thinking, in overall, was
l( =
, S.D. = 0.69). Considering each item, found that the item with highest level of
average value, was the learning activity providing opportunity for student to practice in small group thinking in
=
, S.D. = 0.75). The second order was the students could study content material
order to find the answer (
, S.D. = 0.71). Besides, the learning
according to curriculum as well as practice analytical thinking ( =
, S.D. = 0.68).
activity could enhance students to practice in analyzing the importance, relation, and principle ( =
The findings were as the above owing to learning by using Learning Management Model emphasizing on analytical
thinking, as the learning activity of student-centered. The students participated in learning activity as well as
constructed body of knowledge by themselves. The learning activity provided their opportunity to practice
analytical thinking based on the given situation, story, or incidence. They could learn content material according to
program in aligned with practice analytical thinking. As a result, they were happy in learning, and enthusiastic to
learn. Consequently, they had learning achievement accomplishing specified goal as well as satisfaction in learning
5. Recommendations
it should be since the teachers lacked of knowledge and comprehension in model or phase of Learning Management
for developing the analytical thinking. According to research findings, found that the teacher development in
Management for developing the analytical thinking, could lead to higher level in analytical thinking of their
students. Therefore, the original affiliation such as Ministry of Education, the Office of Basic Education
Commission, the Office of Educational Service Area, or School should provide teacher development regarding to
this issue so that the teachers would have knowledge and comprehension in Learning Management for developing
the analytical thinking as well as apply their knowledge in Learning Management for developing the analytical
thinking effectively which would affect their students to obtained development based on basic education as specified
by Ministry of Education.
2. After the teachers development in Learning Management for developing the analytical thinking, the original
affiliation such as the Ministry of Education ,or the Office of Educational Service Area, should follow up the
Learning Management of teachers with training experience by holding conference or establishing the Learning
Management Plan emphasizing the analytical thinking together so that the teachers would apply the obtained
knowledge and experience as well as the Learning Management Plan they collaborated in establishing it for
g continuously. Moreover, the supervision,
during real practice, solve the problem and obstruction. Finally, the teachers should be encouraged for conducting
classroom research in order to study the findings from Learning Management for developing the analytical thinking
so that the research findings would be used for future instructional development.
6. Acknowledgement
This research was funded the support budget from the Thailand Research Fund (TRF), and the Office of Higher
Education in 2009. The researcher would like to thank for being supported this research study to accomplish very
well.
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