The Development of Project Approach Learning Experiences to Enhance Executive Function Skills of Kindergarten 3 Students

Abstract

          This research article aimed to: (1) develop and evaluate the efficiency of Project Approach learning experience activities for enhancing executive function (EF) skills of Kindergarten 3 students based on the 80/80 criterion; (2) examine the outcomes of implementing these activities by comparing students' executive function skills before and after participation, comparing them against the 80% criterion, and examining behaviors indicating executive function skills; and (3) investigate students' satisfaction with the Project Approach learning experience. The study employed a research and development methodology comprising three stages. The sample consisted of 12 Kindergarten 3 students at Wat Samo Suwannaram School, Phitsanulok Province, in the 2025 academic year, selected through purposive sampling, using a one-group pretest–posttest design. The research instruments included Project Approach learning experience activities on the theme "The Marvel of Butterfly Pea," an executive function skills assessment, field-note and behavioral observation forms, and a satisfaction questionnaire. Data were analyzed using the mean, standard deviation, t-tests, and content analysis.

           The research findings were as follows: (1) The activities consisted of 10 activities organized into three phases and five steps, with overall appropriateness rated at the highest level and an efficiency of 81.48/83.33, meeting the 80/80 criterion. (2) Students' executive function skills after the learning experience were significantly higher than before and exceeded the 80% criterion at the .05 level, and they demonstrated executive function skills across all three dimensions: working memory, inhibitory control, and cognitive flexibility. (3) Students' overall satisfaction with the Project Approach learning experience was at the highest level.