THE DEVELOPMENT OF A BLENDED LEARNING MODEL INTEGRATED WITH ARTIFICIAL INTELLIGENCE TO ENHANCE CRITICAL THINKING ABILITY OF GRADE 9 STUDENTS AT PHOTHAK PITTAYAKOM SCHOOL, NONG KHAI PROVINCE

Abstract

This research aimed to: 1) investigate the problems, needs, and approaches for developing the critical thinking ability of Grade 9 students through blended learning integrated with artificial intelligence; 2) develop a blended learning model integrated with artificial intelligence; and 3) examine the effectiveness of the developed model. The study employed a Research and Development (R&D) design consisting of three phases. The sample consisted of 30 Grade 9 students at Pho Tak Phittayakom School, Nong Khai Province, selected through purposive sampling. The research instruments included a semi-structured interview form, the B-ACT Model, eight lesson plans, a 30-item critical thinking ability test, and a 20-item satisfaction questionnaire. Data were analyzed using content analysis, mean, standard deviation, the E₁/E₂ efficiency index, and a dependent-samples t-test.

The findings revealed that students had limitations in information analysis, evidence evaluation, and reasoning. Teachers and students expressed a need to use AI to support questioning, information analysis, and feedback. The B-ACT Model received an overall quality rating at the highest level (x̄ = 4.85, S.D. = 0.21) and achieved an efficiency of 84.63/86.74, exceeding the 80/80 criterion. Students’ posttest critical thinking scores were significantly higher than their pretest scores (t = 17.31, p < .001). Overall student satisfaction was at the highest level (x̄ = 4.76, S.D. = 0.28). The findings indicate that blended learning integrated with purposeful AI use can effectively enhance students’ critical thinking ability.