The Development of Creative Thinking Skills Using Problem-Based Learning with Think-Pair-Share Technique for Bachelor of Education Students

Abstract

This study aimed to: 1) compare students' creative thinking skill before and after learning through problem-based learning with think-pair-share technique, 2) compare students' learning achievement before and after learning through problem-based learning with think-pair-share technique, and 3) investigate students' satisfaction with problem-based learning with think-pair-share technique. The sample consisted of 25 second-year students from the Faculty of Education, Dhonburi Rajabhat University, selected through purposive sampling. The research instruments included: 1) lesson plans using problem-based learning with think-pair-share technique, 2) achievement tests, 3) a 4-level rubric scoring assessment for creative thinking skills, and 4) a student satisfaction questionnaire toward the learning management approach. Data were analyzed using descriptive statistics (mean, standard deviation) and t-test for dependent samples. The findings revealed that: 1) students who received problem-based learning with think-pair-share technique demonstrated significantly higher creative thinking skills in all four dimensions of learning design after instruction compared to before instruction at the .05 level of significance, 2) students who received problem-based learning with think-pair-share technique showed significantly higher learning achievement after instruction compared to before instruction at the .05 level of significance, with post-learning knowledge scores higher than pre-learning scores and an effectiveness index (E.I.) of 0.59, indicating that students' knowledge increased by 59%, which represented a moderate level of effectiveness, and 3) students expressed high levels of satisfaction with problem-based learning with think-pair-share technique.