The Comparison of Critical Thinking Ability and Information Retrieval Skills using Historical Methods Problem-based Learning and Conventional Methods History Learning Materials for Matthayomsuksa 2 students

Abstract

Background and Aims: This study aimed to design and evaluate history learning activities for Matthayomsuksa 2 students through the use of the historical method and problem‑based learning, grounded in a student‑centered and active learning framework. The effectiveness of the instructional activities was examined according to the 80/80 efficiency criterion. In addition, the study sought to compare students’ critical thinking ability and information retrieval skills after receiving three instructional approaches: the historical method, problem‑based learning, and conventional instruction. Furthermore, students’ satisfaction with learning activities implemented through the historical method and problem‑based learning was investigated to reflect instructional quality and learners’ engagement within constructivist learning environments.

Methodology: The independent variable in this study was the instructional approach, consisting of three types of learning activities: the historical method, problem‑based learning, and conventional instruction. The dependent variables included students’ critical thinking ability, information retrieval skills, and satisfaction with student‑centered learning activities. The sample consisted of 126 Grade 8 students from three classrooms at Kalasinpittayasan School. The research instruments included ten lesson plans based on the historical method and problem‑based learning, a critical thinking ability test, an information retrieval skills assessment, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and F‑test.

Results: The results indicated that learning activities based on the historical method and problem‑based learning exceeded the established efficiency criterion. The instructional efficiency of the historical method was 85.29/85.94, while that of problem‑based learning was 82.91/81.09. In terms of critical thinking ability, students who learned through the historical method and problem‑based learning did not differ significantly from each other; however, both groups demonstrated significantly higher scores than those receiving conventional instruction at the .01 level (F = 56.165, p < .01). Regarding information retrieval skills, students taught through problem‑based learning achieved the highest performance, followed by those in the historical method group and the conventional instruction group, with statistically significant differences at the .01 level (F = 28.866, p < .01). Furthermore, students who participated in learning activities based on the historical method and problem‑based learning reported an overall high level of satisfaction with the learning activities.

Conclusion: Active learning through both the historical method and problem‑based learning enhances students’ knowledge construction processes in accordance with constructivist learning theory. By engaging with problems and evidence to evaluate information and generate conclusions independently, students develop higher levels of critical thinking, rational use of information, and positive attitudes toward learning, which represent key goals of curriculum and instructional development in the 21st century.