A Study on Game-based Learning Management in Thai History for Grade 7 Students at Ban Plong Liam School under the Samut Sakhon Provincial Administrative Organization

Abstract

            This study aimed to: 1) investigate the effectiveness of game-based instructional management for Grade 7 students at Ban Plongliam School, Samut Sakhon Provincial Administrative Organization, and 2) compare the learning outcomes of game-based activities in the history subject for Grade 7 students at the same school. The research sample comprised 30 Grade 7 students from Ban Plongliam School, Samut Sakhon Provincial Administrative Organization, during the 2024 academic year, selected through purposive sampling of one classroom. Research instruments included: 1) a three-hour instructional plan on the Sukhothai Kingdom, 2) a group-based student behavior observation form, and 3) reflective learning assessments (pre-test and post-test) using a paper-based bingo card game focused on the Sukhothai Kingdom during learning activities.

            Research findings indicated a statistically significant difference at the .05 level between pre-test and post-test mean scores following game-based instruction on the Sukhothai Kingdom. The pre-test mean was 4.33, significantly lower than the post-test mean of 10.58. The standard deviation of pre-test scores (1.07) was also lower compared to post-test scores (1.38). Pre-test scores averaged at 21.65%, whereas post-test scores improved significantly to 52.90%. Furthermore, students participating in game-based learning showed significantly higher achievement than students taught using conventional instructional methods, with statistical significance at the level of .076.