The Development of Analytical Thinking Skills Using Films Combined with Historical Methods of First-Year Students in Social Studies Program, Suratthani Rajabhat University
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Abstract
This quasi-experimental research aimed to compare students’ post-learning analytical thinking skills and learning achievement between those who received instruction using films combined with historical methods and those who received instruction through a conventional teaching approach. The participants consisted of 60 first-year undergraduate students enrolled in the Social Studies Program at Suratthani Rajabhat University during the second semester of the 2024 academic year. Using cluster random sampling, the students were divided into two groups: an experimental group of 30 students and a control group of 30 students. The research instruments included lesson plans using films combined with historical methods, conventional lesson plans, an analytical thinking skills test, a Thai History learning achievement test, a film-based learning reflection form, and a cooperation behavior assessment form. Data were analyzed using mean, standard deviation, independent-samples t-test, and content analysis. The results revealed that
- The post-learning analytical thinking skills of students in the experimental group were significantly higher than those of the control group at the .05 level.
- The post-learning achievement of students in the experimental group was significantly higher than that of the control group at the .05 level.
The findings of this study indicate that learning activities using films combined with historical methods constitute an instructional approach that clearly demonstrates the relationship between cinematic elements and historical narratives within a chronological framework. Films function as instructional stimuli that encourage students’ curiosity and inquiry, leading to the step-by-step development of analytical thinking skills.
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