The Effects of Organizing Experience by Using the Storyline Method with the R-C-A Question Technique to Enhance Reasoning and Thinking Ability of Kindergarteners

Abstract

Background and Aims: Organizing learning experiences using the Storyline teaching method combined with the R-C-A questioning technique is an engaging instructional approach that emphasizes the development of thinking skills through self-directed knowledge exploration. Designing learning experiences that align with the developmental stages of thinking can provide children with a foundation in reasoning skills, enabling them to learn appropriately for education in the 21st century. The purposes of this research are: (1) To study the effectiveness index of organizing learning experiences using the Storyline teaching method combined with the R-C-A questioning technique in promoting kindergarten children’s reasoning abilities. (2) To compare the mean scores of kindergarten children’s reasoning ability before and after the experiment.”

Methodology:The participants of this study were 5–6-year-old children enrolled in Kindergarten 3 during the first semester of the 2025 academic year at Ban Nong Phak Nam School, under the Office of Sakaeo Primary Educational Service Area 1. The research instruments included: (1) lesson plans for organizing learning experiences using the Storyline teaching method combined with the R-C-A questioning technique, consisting of six steps: Step 1 – Presenting the situation; Step 2 – Generating questions; Step 3 – Planning and implementing; Step 4 – Connecting the situation; Step 5 – Problem-solving; and Step 6 – Reviewing the story, and (2) an assessment form for measuring kindergarten children’s reasoning abilities. Data were analyzed using mean, standard deviation, effectiveness index, and hypothesis testing with the Wilcoxon Signed-Rank Test.

Results: The results were as follows: The effectiveness index of organizing learning experiences using the Storyline teaching method combined with the R-C-A questioning technique was 0.7644, indicating that the program was 76.44% effective in improving children’s reasoning ability. (2) The reasoning ability of kindergarten children after the experiment was significantly higher than before the experiment, p < .05, with a pre-test mean score of 1.36 and a post-test mean score of 2.89   

Conclusion: The results of the study indicated that organizing learning experiences through the storyline teaching method combined with the R-C-A questioning technique can be effectively applied to promote the reasoning ability of kindergarten children.