Enhancing Geo-literacy through Geographic Inquiry Process : A Study of Mathayom 5 Students at Buddhakosat Wittaya School

Abstract

Abstract

Background and Aims: Geographic literacy (GEO LITERACY) is a fundamental knowledge for 21st-century learners, enabling them to seek knowledge and answer questions about the relationships of various elements on the Earth's surface. Developing students' ability to live as responsible global citizens is crucial, and it is essential to raise their awareness of geographic knowledge. This research aims 1) to Develop and assess the quality of a lesson plan designed to enhance Geo-Literacy among Mathayom 5 students at Buddhakosat Wittaya School, Phrae Province, through the Geographic Inquiry Process. 2) Compare the Geo-Literacy levels of Mathayom 5 students before and after learning through the Geographic Inquiry Process. 3) Examine the students' satisfaction with learning through the Geographic Inquiry Process.

Methodology: The sample group consisted of 22 students from Mathayom 5/1 at Buddhakosat Wittaya School, Phrae Province, in the academic year 2024. The sample was selected through simple random sampling using a classroom-based lottery method. The research instruments included 1) Seven lesson plans employing the Geographic Inquiry Process, 2) A situational Geo-Literacy assessment comprising 30 items, and 3)A student satisfaction questionnaire regarding the development of Geo-Literacy through the Geographic Inquiry Process. The data were analyzed by mean, standard deviation, and the Wilcoxon-signed rank test.

Results: 1) Results of the creation and quality of learning management plans of Geo-Literacy through the Geographic Inquiry Process revealed that lesson plans 2, 3, 4, 5, and 6 were rated at the highest quality level, while lesson plans 1 and 2 were rated at a high-quality level. 2) A comparison of students' Geo-Literacy levels before and after learning through the Geographic Inquiry Process indicated a statistically significant improvement at the .05 level. and 3)Students' satisfaction with learning through the Geographic Inquiry Process was found to be at the highest level.

Conclusion: The lesson plan for developing geographic literacy (GEO LITERACY) by using geographic processes as a teaching method is an effective approach that can enhance students' abilities. It is also a learning management method that can generate a high level of satisfaction among learners.