Abstract

The purpose of this was to find the studying mathayomsuksa I students' achievement in social studies, religion and culture, and ability in solving problems with the instructional methods based on Cippa and the Four Noble Truths. The sample of the study were 90 students of Mathayomsuksa I of Sinakharinwirot University Laboratory School during the second semester of the 2010 academic year. They were randomly selected by using the cluster random sampling method and assigned to two groups, with 45 students in each. The first experimental group was taught through learning using Cippa, whereas the second was taught through learning using Four Noble Truths. I took 18 teaching periods for each group. The research design of this study was a randomized group pretest-posttest. The 1-test Independent sample and t-test for dependent sample (Different score) was used for data analysis The results of this study indicated that 1. The students approached by Cippe model with Four noble truths model had achievement on social studies religion and culture that was not different 2. The students approached by Cippa model had higher Post-Test achievement on social studies religion and culture than pre-test 3. The students approached by Four noble truths model had higher Post-Test achievement on social studies religion and culture than pre-test 4. The students approached by Cippa model with Four noble truths model had problem solving ability was not different 6. The students approached by Cippa model had problem solving ability higher Post-Test than pre-test