Improving Learning Achievement on Thai Culture and Culture of Countries in Southeast Asia Through Collaborative Learning Activities by GI technique for Secondary Students

Abstract

Background and Aims: Cooperative learning is a widely used teaching method that incorporates various techniques. It involves assigning students with diverse abilities to small, mixed-ability groups. All students within the group share responsibility and assist each other in achieving the group's objectives. While there are many variations of cooperative learning, one approach worth trying to foster a love of learning is the Group Investigation (GI) technique. This technique involves each student collaboratively planning a lesson based on a topic of shared interest, implementing the plan, and presenting their findings to the group. Equal opportunities for students to express their opinions within the group are given, stimulating diverse roles both within and between groups.

Methodology: 1) To improve the academic achievement of Grade 7 students who are taught using the GI cooperative learning technique. 2) To develop teamwork skills of Grade 7 students who are taught using the GI cooperative learning technique. The research instruments used are: 1 This research is an action research study. The research instruments used are: 1) Ten lesson plans (10 hours total) on Thai culture and the cultures of Southeast Asian countries for Grade 7 students, using cooperative learning activities with the GI technique; 2) A 30-item multiple-choice achievement test with four options for Grade 7 students, also using cooperative learning activities with the GI technique; and 3) An observation form for teamwork skills, consisting of 6 items, each worth 5 points, for a total of 30 points.

Results: The findings showed that: 1) The target group students achieved an average score of 80% or higher on the achievement test on Thai culture and the cultures of Southeast Asian countries in the second operational cycle, exceeding the required 80% and remaining at a good level. Of these, 14 students met the criteria and were categorized as "good," while 6 students did not meet the criteria and were categorized as "fair." These students also experienced difficulties participating in learning activities, resulting in a lack of understanding of the assigned content. Regarding teamwork skills, some groups lacked communication and confidence when presenting their work. 2) Students demonstrated increased knowledge and understanding of the assigned content through mutual assistance, shared opinions, and active participation in learning activities. This resulted in all target group students achieving scores above the required threshold and remaining at a "good" level. Therefore, in terms of teamwork skills, all group members demonstrated the ability to work together effectively, including being confident and willing to ask questions. Thus, cooperative learning using the GI technique is a successful approach to improving academic achievement in the subject of Thai culture and the cultures of Southeast Asian countries.

Conclusion: The development of academic achievement in Thai culture and the cultures of Southeast Asian countries using cooperative learning activities with the GI technique for Secondary 1 students can be applied to develop students' teamwork skills and to appropriately develop students in higher grades.