The development of analytical thinking skills and learning achievement of Prathomsuksa 4 students using the problem-based learning (PBL) collaborates with the topic “Our-Province”: Action Research

Abstract

Background and Aims: In the 21st century, educational management must prioritize student-centered learning and empower learners to construct knowledge independently. This aligns with the mandates of the National Education Act B.E. 2542 (1999) and the Basic Education Core Curriculum B.E. 2551 (2008), both of which emphasize core competencies in analytical thinking and problem-solving. However, within the instructional context of the Social Studies course for Prathomsuksa 4 students at Ban Dong Lan (Khururat Prachasarn) School, it was found that most students still lack analytical thinking skills, primarily due to their familiarity with lecture-based learning and rote memorization. Problem-Based Learning (PBL), therefore, serves as a pivotal approach in transitioning the learner's role from a passive recipient of information to an active knowledge seeker. By utilizing authentic, real-world situations as catalysts, PBL stimulates systematic analytical thinking. This research aimed to: 1) develop the analytical thinking abilities of Prathomsuksa 4 students on the topic 'Our Province' through PBL; and 2) evaluate the students' academic achievement following the implementation of PBL.

Methodology: This study employed an action research design. The target group consisted of three Prathomsuksa 4 students enrolled in the first semester of the 2025 academic year at Ban Dong Lan (Khururat Prachasarn) School, Roi Et Province, selected through purposive sampling. The research instruments included: 1) Lesson plans based on the Problem-Based Learning (PBL) approach for the 'Our Province' unit 2) an analytical thinking skills test 3) an academic achievement test 4) a student behavior observation checklist 5) a student behavior recording sheet and 6) a semi-structured student interview. Data analysis will be conducted using mean, standard deviation, percentage, and content analysis.

Results: 1) The students demonstrated a stepwise improvement in analytical thinking through the PBL cycles. In the first cycle, one student scored above the 70% criterion, with two students showing 'adequate' quality and one student showing 'good' quality. By the second cycle, two students exceeded the 70% criterion, with one student at 'adequate' and two at 'good' quality. In the third and final cycle, all three students (100%) achieved scores above the 70% threshold and demonstrated 'good' quality in analytical thinking skills. 2) The students' academic achievement on the topic 'Our Province' was significantly higher than the 70% proficiency criterion.

Conclusion: According to the results, implementing Problem-Based Learning (PBL) led to a stepwise improvement in students' analytical abilities across the action cycles. The core process, which emphasizes engagement with real-world problems, encourages students to conduct inquiries, practice systematic reasoning, and construct their own understanding. This approach resulted in a 100%attainment rate relative to the proficiency standards. Thus, PBL proves to be a robust framework for elevating thinking skills and student competencies in Social Studies, meeting the demands of 21st-century education