Development of Community Environmental Conservation Ability through Project-Based Learning for Grade 3 Students

Abstract

Background and Aims: Project-Based Learning (PBL) encourages Grade 3 students to systematically participate in exploring and addressing community environmental issues. This process focuses on developing analytical thinking skills while cultivating environmental awareness through practical experience. To build a foundation of responsibility for local resources, this research aimed to: 1) study the efficiency of the learning management based on the 80/80 criterion, 2) compare learning achievement before and after the intervention, and 3) investigate the satisfaction of Grade 3 students toward the learning management.

Methodology: This research was an experimental study using a one-group pretest-posttest design. The sample consisted of 33 Grade 3 students from Ban Chiang Kaeo Community School during the 2025 academic year, selected through cluster random sampling. The research instruments included: 1) learning management plans, 2) learning achievement tests, and 3) satisfaction questionnaires. Data were analyzed using percentage, mean, standard deviation, and dependent samples t-test.

Results: 1) The efficiency of the Project-Based Learning management for developing community environmental conservation abilities among Grade 3 students met the established criteria at 80.15/81.15. 2) The comparison of learning achievement showed that the post-test scores were significantly higher than the pre-test scores at the .05 level. 3) Overall and individual aspects of student satisfaction toward the learning management were at the highest level.

Conclusion: Project-Based Learning for developing environmental conservation abilities in Grade 3 students is highly effective and achieves the designated goals. This learning process significantly enhances students' knowledge and understanding compared to their prior levels. Furthermore, students expressed the highest level of satisfaction with this instructional model, reflecting the success of cultivating learning through hands-on experience.