Developing Situation-based Learning Activities to Promote Learning Achievement for Students in Guangxi Textile Industry School

Abstract

Background and Aims: Because it allows students to connect abstract ideas to real-world scenarios, "developing situation-based learning activities" is essential for enhancing understanding and retention. It also develops students' critical thinking and problem-solving skills by exposing them to scenario-driven, realistic tasks that mimic real-world challenges. Thus, the purposes of this study were: (1) To develop effective learning activities using Situation-based learning activities to promote learning achievement with an efficiency the 75/75. (2) To compare the learning achievement of students studying using the Situation-based learning activities between pre-studying and post-studying. (3) To study student satisfaction with learning activities using Situation-based learning.

Methodology: The sample consists of 40 third-year students from the Guangxi Textile Industrial School during the first semester of 2024. Research tools are used in lesson plans, learning achievement tests, and satisfaction questionnaires. In data analysis, including percentages, means, standard deviations, and paired t-tests.

Results: Research results show that (1) Situation-based Learning Activities method. It has an efficiency value of 78.63/76.83, which is as specified by the researcher, which is 75/75; (2) Situation-based Learning Activities, there was a significantly higher learning achievement after studying than before studying at the .05 level; and (3) Students who study using Situation-based Learning Activities overall satisfaction was at a high level.

Conclusion: The study found that situation-based learning activities outperform preset standards in terms of learning effectiveness and achievement. The fact that the method significantly improves students' learning outcomes and produces high levels of overall satisfaction further demonstrates its pedagogical value.