THE DEVELOPMENT OF ANALYTICAL THINKING ACTIVITY PACKAGES USING PROJECT-BASED LEARNING MANAGEMENT IN HISTORY SUBJECT TO DEVELOP ANALYTICAL THINKING SKILLS OF MATHAYOM 4 STUDENTS AT THE GENERAL EDUCATION DEPARTMENT OF THE BUDDHIST STUDIES SCHOOL, NONG KHAI PROVINCE
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This research aimed to: 1) study the learning management conditions in the History course using project-based learning; 2) develop analytical thinking skill exercises with an efficiency criterion of 80/80; 3) compare students’ analytical thinking skills before and after learning; and 4) examine students’ satisfaction toward the analytical thinking skill exercise model. This study employed a quasi-experimental research design. The sample group consisted of Matthayom Suksa 4 students in Phra Pariyattidhamma Schools in Nong Khai Province. A total of 144 students were selected for the study of learning management conditions, with the sample size determined according to the Krejcie and Morgan table and selected through simple random sampling. The experimental group consisted of 36 Matthayom Suksa 4 students from Pali Satit Sueksa Wat Sisaket School, Nong Khai Province, selected through simple random sampling using classrooms as the sampling units. The research instruments included: 1) a questionnaire on learning management conditions, 2) Thai History lesson plans, 3) an analytical thinking skills assessment test, and 4) a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and t-test statistics.
The research findings revealed that: 1) the overall conditions and problems in learning management for the development of analytical thinking skill exercises using project-based learning in the History course were rated at a high level (x̄ = 4.04, S.D. = 0.37). When considering each aspect individually, all aspects were found to be at a high level. 2) The efficiency of the analytical thinking skill exercises in the History course developed through project-based learning, based on the 80/80 criterion, showed that the developed exercises achieved an efficiency score (E1/E2) of 81.62/86.87, which was higher than the established criterion. 3) Matthayom Suksa 4 students who learned through the analytical thinking skill exercises using project-based learning demonstrated significantly higher post-learning achievement scores than pre-learning scores at the 0.01 level of statistical significance. 4) Students’ satisfaction toward the analytical thinking skill exercise model using project-based learning was overall at a high level (x̄ = 4.35, S.D. = 0.36).
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