THE EFFECTS OF ACTIVE LEARNING COMBINED WITH HIGHER-ORDER QUESTIONING TECHNIQUES ON THE HISTORICAL ANALYTICAL THINKING SKILLS OF FIFTH-GRADE STUDENTS

Abstract

The objectives of this research were: (1) to study the effects of active learning combined with higher-order questioning techniques on the development of historical analytical thinking skills of Grade 5 students; (2) to compare students' historical analytical thinking skills before and after the implementation of the learning model; and (3) to examine student satisfaction toward the active learning model combined with higher-order questioning techniques. The sample consisted of 29 Grade 5/2 students at Srisawangwong School, Hat Yai District, Songkhla Province, obtained through cluster random sampling. This study employed a quasi-experimental design using a one-group pretest-posttest approach. The research instruments included: 5 active learning lesson plans integrated with higher-order questioning (totaling 10 hours); a historical analytical thinking skills test (30 multiple-choice items and 10 short-answer items); and a 5-point Likert scale satisfaction questionnaire consisting of 20 items. Data were analyzed using mean (𝑥̅), standard deviation (S.D.), paired-samples t-test, effect size (Cohen’s $d$), and relative gain scores.

          The results revealed that: (1) the five active learning lesson plans combined with higher-order questioning techniques were found to be highly appropriate overall (𝑥̅= 4.35, S.D.= 1.29); (2) the students' average posttest score (𝑥̅= 28.62, S.D.= 4.68) was significantly higher than the pretest score (𝑥̅= 13.48, S.D.= 4.46) at the .001 level (t = 18.24, df = 28, p < .001, Cohen’s d = 3.39), with an average relative gain score of 58.38 %, indicating a high level of development; (3) Students’ satisfaction toward the learning approach was at the highest level (𝑥̅ = 4.81, SD = 0.40).