Development of Analytical Thinking Ability and Academic Achievement in Thai Language Subject through Creative-Based Learning with Infographics for Grade 8 Students

Abstract

          This research aimed to (1) compare Grade 8 students’ analytical thinking ability in Thai before and after the implementation of the instructional approach, (2) compare their academic achievement before and after the instruction, (3) compare post-learning analytical thinking ability with the 75 percent criterion, (4) compare post-learning academic achievement with the 75 percent criterion, and (5) examine the relationship between post-learning analytical thinking ability and academic achievement. The study employed a one-group pretest–posttest design. The sample consisted of 40 Grade 8 students from Horwang School during the first semester of the 2025 academic year. The research instruments included the creative-based learning lesson plans integrated with infographics, an analytical thinking ability test, and an academic achievement test. Data were analyzed using mean, standard deviation, t-test, and Pearson’s product–moment correlation coefficient.

           The findings revealed that (1) the students’ analytical thinking ability after learning was significantly higher than before learning at the .05 level, (2) their academic achievement after learning was significantly higher than before learning at the .05 level, (3) their post-learning analytical thinking ability was significantly higher than the 75 percent criterion at the .05 level, (4) their post-learning academic achievement was significantly higher than the 75 percent criterion at the .05 level, and (5) their post-learning analytical thinking ability had a low positive correlation with academic achievement.