Development of project-based learning activities in social studies for grade 4 primary school students

Abstract

Background and Aims: Problem-based learning (PBL) is an approach to teaching that focuses on meaningful learning through confronting problems that are relevant to real-life situations. Using graphic organizers as a learning tool, which incorporates interconnected concepts and information in various formats, helps visualize the structure of knowledge or content. This is a crucial skill that learners can apply to understanding large amounts of content, making it easier and faster to comprehend. This research aims to: 1) develop problem-based learning activities combined with graphic organizer techniques that promote analytical thinking skills, meeting the 75/75 effectiveness criterion; 2) compare analytical thinking skills before and after instruction; 3) compare academic achievement before and after instruction; and 4) study student satisfaction with the problem-based learning activities combined with graphic organizer techniques.

Methodology: This research is an experimental study. The sample group consisted of
15 students from one classroom in the 5th grade of secondary school at Koeng Wittayanukul School, Semester 1, Academic Year 2025. The research instruments used were: 1) Ten problem-based learning activity plans combined with graphic organizer techniques; 2) A situational, non-content-referenced multiple-choice test with four options to measure analytical thinking ability; 3) A 30-item multiple-choice achievement test with four options; 4) A 10-item satisfaction questionnaire using a 5-level Likert scale.

Results: The findings indicated that: 1) Problem-based learning combined with graphic organizer techniques, which promoted analytical thinking ability in International Economics for 5th grade secondary school students, was effective (E1/E2) with scores of 78.80/78.44, exceeding the set criterion of 75/75. 2) The analytical thinking ability of students who participated in problem-based learning activities combined with graphic organizer techniques was significantly higher after the intervention than before, at a statistical significance level of .01. 3) The academic achievement of students who participated in problem-based learning activities combined with graphic organizer techniques was significantly higher after the intervention than before, at a statistical significance level of .01. 4) 5th grade secondary school students showed a high level of satisfaction with the problem-based learning activities combined with graphic organizer techniques, with an overall average score of 4.43, indicating a high level of satisfaction.

Conclusion: This study aims to develop problem-based learning activities combined with graphic organizer techniques to effectively promote analytical thinking skills in International Economics for Grade 11 students, and to appropriately apply these activities to higher grade levels.