Developing phenomenon-based learning activities combined with social media to promote analytical thinking skills on the topic of physical changes on Earth. Grade 11

Abstract

Background and Aims: Developing analytical thinking skills is essential for 21st-century students who face diverse and complex information. Phenomena-Based Learning (PhBL) is a teaching approach that focuses on enabling students to explore and understand natural phenomena through studying, understanding, investigating, questioning, exploring, and explaining phenomena and the relationships between various factors. This systematic approach helps develop students' analytical thinking skills. Applying PhBL to geography instruction, particularly on the physical changes of the Earth, helps students connect knowledge to real-world situations and become aware of the impact on daily life. Furthermore, it stimulates student interest and makes learning more meaningful. This research aims to: 1) the development of phenomenon-based learning activities integrated with social media to enhance analytical thinking ability on the topic of physical changes of the Earth for Matthayomsuksa 5 Students, with an efficiency criterion of 80/80; (2) compare students’ analytical thinking abilities before and after the intervention; (3) compare students’ learning achievement before and after the intervention; and (4) examine students’ satisfaction with the learning activities.The sample consisted of 23 Matthayomsuksa 5/1 students from Triam Udom Suksa Phatthanakan Roi Et School, selected through cluster random sampling. The research instruments included lesson plans, an analytical thinking ability test, a learning achievement test, and a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and hypothesis testing with the dependent samples t-test.

Methodology: This research is an experimental study. The sample group consisted of 23 students from Grade 11 (Year 5/1) at Triam Udom Suksa Pattanakarn School, Roi Et, under the Roi Et Secondary Educational Service Area Office. The sample was obtained using cluster random sampling. The research instruments used were: 1) 11 lesson plans combining phenomenon-based learning with social media on the topic of Physical Changes on Earth for Grade 11 students, totaling 11 hours; 2) a multiple-choice test with 4 options, measuring analytical thinking ability in 3 areas, consisting of 15 questions; 3) a multiple-choice achievement test with 4 options, consisting of 30 questions; and 4) a questionnaire on student satisfaction with the phenomenon-based learning activities combined with social media that promoted analytical thinking ability on the topic of Physical Changes on Earth for Grade 11 students, consisting of 10 questions using a 5-point Likert scale.

Results: The findings indicated that: 1) the efficiency of the phenomenon-based learning activities integrated with social media was 87.07/80.00, exceeding the established criterion; 2) students’ analytical thinking abilities after the intervention were significantly higher than before at the .05 level; 3) students’ learning achievement on the topic of physical changes of the Earth after the intervention was significantly higher than before at the .05 level; and (4) students’ overall satisfaction with the learning activities was at the highest level

Conclusion: This study investigates the development of phenomenon-based learning activities combined with social media that effectively promote analytical thinking skills in the topic of physical changes on Earth for grade 11 students, and which can be appropriately applied to develop learners in higher grades.