Development of executive function (EF) using knowledge inquiry thinking skills instructional model for preschool children

Abstract

The purposes of this research were to: 1) compare executive function before and during using knowledge inquiry thinking skills instructional model for preschool children, and 2) study changing trends of executive function during using knowledge inquiry thinking skills instructional model for preschool children. The population used in this research were 22 preschool children, boys and girls from 2 classrooms, aged between 4–5 years, studied in Kindergarten year 1 in the first semester of academic year 2022 at Khaisripramoch Anusorn school. The samples of 11 preschool children from Kindergarten year 1 room 2 were selected using cluster random sampling. This was a quasi-experimental research with one - group time series - design. The experiment lasted for 9 weeks with 4 days a week. The research instruments comprised of lesson plans of knowledge inquiry thinking skills instructional model for preschool children with the IOC between 0.67-1 and the executive function observation form with the reliability of .80. The statistics used for analyzing data were mean, standard deviation, and repeated measure ANOVA.

       The research results revealed that: 1) The executive function during using knowledge inquiry thinking skills instructional model for preschool children was higher than before the experiment with the statistical significance level of .05. 2) The changing trends of executive function had increased during using knowledge inquiry thinking skills instructional model for preschool children.