Effect of Internal and External Interactive Scenarios Video on Science Problem-Solving Abilities of Grade 9 Students

Abstract

The purposes of this research were: 1) to compare Students’ Problem-Solving Abilities Before and After Learning Through Internal Interactive Scenarios Video; 2) to compare students’ Problem-Solving Abilities Before and After Learning Through External Interactive Scenarios Video; and 3) to Compare Students’ Problem-Solving Abilities After Learning Through Internal and External Interactive Scenarios Video. The research sample consisted of 52 Grade 9 students from the Chom Phra 1 Integrated Educational Network, Chom Phra District, Surin Province. The participants were selected using the matched-pair sampling method. The research instruments included: 1) Internal and External Interactive Scenarios Video, 2) science lesson plans, and 3) a science problem-solving ability assessment test. Data were analyzed using mean, standard deviation (S.D.), and t-test for hypothesis testing. The research findings revealed that: 1) Students who learned using the Internal Interactive Scenarios Video achieved significantly higher post-learning problem-solving scores than their pre-learning scores at the .05 significance level. 2) Students who learned using the External Interactive Scenarios Video achieved significantly higher post-learning problem-solving scores than their pre-learning scores at the .05 significance level. 3) Students using the Internal Interactive Scenarios Video demonstrated significantly higher problem-solving abilities than those using the External Interactive Scenarios Video at the .05 significance level.