The study purposes were: 1) To study current states and problems of relevant secondary students in developing mathematics learning management model for improving creative thinking, 2) To evaluate the effectiveness of model about: a) efficiency of learning process, b) comparisons of pretest and posttest on creative thinking and achievement of students, and c) comparison of creative thinking and achievement between experimental group and control group. The model was created and implemented with grade eight students of secondary schools, in Thailand, and compared with control group, provided in traditional approach.The research results were:Most of relevant teachers didn't concentrate in mathematics learning for improving creative thinking, and lacked using strategies to engage divergent thinking. The model was designed through methodology of R&D, which was composed of: 1) principles and theoretical concepts, 2) learning objectives, 3) learning process, 4) social system, 5) principles of response, 6) the support system. Whereas, the activities in learning process consisted of 1) engagement and understanding prior knowledge, 2) encountering problems with thoughtful thinking, 3) analyzing alternative and investigating solutions, 4) modifying of thinking patterns, 5) concluding and evaluating for creative thinking.The findings indicated that effectiveness of model based on achievement score was 76.25%, and based on creative thinking was 61.67%. The average posttest in learning achievement and creative thinking abilities of the experimental group were higher than pretest, and experimental group showed higher creative thinking than control group at the .01 level of significance.

The objectives of this research were to study issues around the management of science learning, problems that are encountered, and to develop a learning management model to address those problems. The development of that model and the findings of its study were based on Constructivist Theory and literature on reasoning strategies for enhancing critical thinking among secondary school students. In the demonstration project of the developed model, two classes of grade 9 students were selected. One class of 33 students and another of 30 students became the experimental and control groups, for instruction based on the learning management model (experimental), and the traditional approach (control). This research used a Research and Development methodology (R&D), which included three phases for implementation. The research findings found that the teachers who implemented the learning management model assessed its usefulness at a "moderate" level. In addition, they agreed about the need for such a model for enhancing critical thinking at "the highest" level. Evaluation of one of the models found it to be appropriate at "the highest" level and the effectiveness of the model conducted from post-tests of critical thinking ability scores was 76.30/77.47. The effectiveness score conducted from the perspective of academic achievement was 76.30/76.67. The students who participated in the experimental group obtained a higher score on the post-test on critical thinking ability at .05 level of significance. In addition, the experimental-group students obtained a higher level of post-test scores in both critical thinking and academic achievement than the control group at .05 level of significance.