การวิเคราะห์พหุระดับของความต้องการจำเป็นของนักเรียนและครูที่มีอิทธิพลต่อความสามารถด้านการคิดวิเคราะห์ ของนักเรียนชั้นมัธยม ศึกษาปีที่ 3

Abstract

This research aims to (1) survey the strength of critical thinking among students in secondary school 3, (2) evaluate needs of encouraging critical thinking amongst students and teachers and (3) with a hierarchical linear model, analyze importance in a multilevel of developing critical thinking among students and teachers which influences competence in critical thinking amongst students. The data is collected from the students in secondary school 3 and the teachers from 15 schools in the Secondary Educational Service, Area Office 36, with the tools including; (1) a critical-thinking potential test, (2) questionnaires on the need for developing critical thinking among the students and (3) questionnaires on the teachers’ need for developing students’ critical thinking. The derived data, which includes the students’ factors and the class range’s factors, with their validity of 0.87, 0.87 and 0.88 accordingly. The data were systematically analyzed by using computer program, and it is found that. 1. The strength of critical thinking among the secondary school 3 in the 15 schools in the Secondary Educational Service, Area Office 36 is a good level. 2. The students need critical-thinking development in the aspects of concentration in study, relationship with friends and positive attitudes towards the class lessons more than in any other aspects.

3. The independent student factors which significantly have positive influence on statistical outcome in critical-thinking ability are dummy variation indicating students’ background of low income of parents, fewer than 15,000 baht per month, and relationship with friends. Meanwhile, the factors which dramatically have negative influence on statistical rate in critical-thinking potential are needs of self-confidence, stress and worry as well as attitudes towards study. Significant independent factors which positively influent the statistical outcome in critical-thinking strength of the students are needs for quality of class lessons and interaction between the students and the teachers. The negative factors are needs for competent learning atmosphere and adequate behavior to support critical thinking.