Using remap-TmPS learning to improve low-ability students' critical thinking skills http://www.ied.edu.hk/apfslt/v17

The results of the ANACOVA test on students' critical thinking skills are summarized in Table 1.

Table 1. The Results of ANACOVA Hypothesis Testing of Students' Critical Thinking skills

Source	Type III Sum of Squares	Df	Mean Square	F	Sig.
Learning Model	12150.463(a)	4	3037.616	24.812	.000
Intercept	20879.377	1	20879.377	170.547	.000
XB Critical	120.367	1	120.367	.983	.324
Model	7912.793	1	7912.793	64.633	.000
AA	3830.058	1	3830.058	31.285	.000
Model * AA	180.807	1	180.807	1.477	.227
Error	13589.277	111	122.426
Total	179130.219	116
Total Average	25739.740	115

Information.
XB Critical = Critical thinking skills post-test
AA = Academic Ability
Model * AA = Interaction model of Remap-TmPS learning model with the academic ability
Df = Degree of freedom
F= F-counting
Sig= Significance

Based on the hypothesis test result which related to Remap-TmPS learning model and academic ability would be got p-level smaller than alpha 0.05 (p<0.05) with the significant difference is 0.000 and 0.000 (Table 1). This meant that the first hypothesis is accepted, that there is a significant difference in critical thinking skills between students' who taught using Remap-TmPs learning and who those taught using a conventional learning. So, the second hypothesis is accepted as well, that there is a significant difference in critical thinking skills between students' who have the high academic ability and those who have the low academic ability.

Based on the hypothesis test result of learning interaction with the academic level, the score of p-level is bigger than alpha 0.05 with the significant difference is 0.227. Therefore, the third hypothesis is not accepted, that there is no significant interactional effect of learning model and different academic ability towards students' critical thinking skills. In other words, there is a significant effect between learning model and academic ability towards students' critical thinking skills, yet there is no interactional effect of learning model with the different academic ability towards students' critical thinking skills. Even though there is no significant effect, it should be tested in the next step to see combination group position using Least Significant Differences test(LSD) which is shown in Table 2.

Table 2. The Results of the LSD Test on the Effects of the Interaction between the Learning Model and Students' Academic Abilities on Students' Critical Thinking skills

Model	AA	Group	XB-Critical	YB-cri-critical	Difference	B-Critical-cor	Notation
1=conventional	1= low	1	11.54	24.09	12.56	24.34	A
1=conventional	2= high	2	14.82	33.88	19.06	33.51	B
2=Remap-TmPS	1= low	3	12.44	38.40	25.96	38.48	B
2=Remap-TmPS	2= high	4	12.45	52.66	40.21	52.74	c

The results of the LSD test indicate that the low-ability students' critical thinking skills improved by Remap-TmPS so they can be at the same level as the high-ability students' critical thinking skills promoted using conventional learning. The students' pretest and post-test mean scores are depicted in Table 3.

Table 3. The Students' Pre-Test and Post-Test Mean Scores

No	Learning Variable	*Pretest*	*Posttest*	Difference	Mean of Corrected Scores	Improvement (%)
1.	Conventional	13.18	28.99	15.81	28.93	119.97
2.	Remap-TmPS	12.44	45.53	33.09	45.61	265.92
3.	High academic	13.63	43.27	29.64	43.13	217.37
4.	Low academic	11.99	31.25	19.26	31.41	160.68
5.	Conventional-HA	14.82	33.88	19.06	33.51	128.75
6.	Conventional-LA	11.54	24.09	12.56	24.34	108.85
7.	Remap-TmPS-HA	12.45	52.66	40.21	52.74	323.04
8.	Remap-TmPS-LA	12.44	38.40	25.96	38.48	208.75

Table 3 shows that students' critical thinking skills have improved after they learned using Remap-TmPS learning (mean score = 45.61) compared to they learned using conventional learning (mean score = 28.93). The students' critical thinking skills promoted by Remap-TmPS learning increase at 265.92% while the students' critical thinking skills promoted by conventional learning increase at 119.97%. These figures suggest that Remap-TmPS learning model could significantly improve students' critical thinking skills.

The Table 3 also shows that the high-ability students could achieve better (mean score = 43.13) than the low-ability students (mean score = 31.41). The high-ability students' critical thinking skills have improved by 217.37%, while the low-ability students' critical thinking skills only improved by 160.68%. These numbers indicate that the high-ability students performed better in critical thinking skills compared to the low-ability students.

Based on the analysis results presented in Table 3, through Remap-TmPS known that the mean score of academic achievement of the highest academic class is 52.74 and the improvement is 323.04%. Meanwhile the through Remap-TmPS known that the mean score of academic achievement of the low academic class is 38.48 and the improvement 208.75% and through conventional it is known that the mean score of academic achievement of the highest academic class is 33.51 and the improvement 128.75%). Meanwhile, through conventional, it is known that the mean score of academic achievement of the low academic class is 24.34 and the improvement 108.85%. The percentages show that Remap-TmPS learning could significantly increase the high-ability and low-ability students' critical thinking skills compared to conventional learning. The improvement of the students' critical thinking skills is presented in Figure 1.

Figure 1. The Improvement of Student' Critical Thinking skills

Notes of figure:

A: Conventional	D: Low Academic (LA)	G: Remap-TmPS-HA
B: Remap-TmPS	E: Conventional-HA	H: Remap-TmPS-LA
C: High Academic (HA)	F: Conventional-LA