The Development of Cooperative Learning Activities using TGT Technique to Promote Academic Achievement on Economics for Phathomsuksa 6 students

Abstract

Background and Aims: This research aims to develop cooperative learning activities using the TGT technique to enhance academic achievement in primary school grade 6 subjects, supporting small schools. 1) To develop cooperative learning activities using the TGT technique that effectively promote academic achievement in economics for sixth-grade students, meeting the 80/80 criterion. 2) To compare the academic achievement of sixth-grade students before and after instruction using the TGT cooperative learning technique in economics. 3) To study student satisfaction with the cooperative learning activities using the TGT technique in economics for sixth-grade students.

Methodology: The sample group used in this research consisted of nine students from one sixth-grade classroom at Ban Saensuk School, Kantharawichai District, Maha Sarakham Province. The sample was obtained through cluster random sampling. The research instruments included 1) A lesson plan for developing cooperative learning activities using the TGT technique in economics; 2) an achievement test; 3) a student satisfaction questionnaire; and qualitative data collection tools. Quantitative data were analyzed using percentages, means, and standard deviations, and qualitative data were analyzed using content analysis.

Results: 1. The development of cooperative learning activities using the TGT technique, consisting of 5 steps: 1) Introduction to the lesson, 2) Teaching, 3) Team formation (comprising high-achieving, average-achieving, and low-achieving students), 4) Competition, and 5) Conclusion, resulted in effective learning of economics for 6th grade students, meeting E1/E2 criteria. (E1) equals 86.31% and (E2) equals 82.22%. Therefore, the cooperative learning activities using the TGT technique in economics for sixth-grade students are effective (E1/E2), meeting the set criteria of 80/80. 2. Results of the comparison of academic achievement: The researcher examined the data distribution and found it to be normally distributed (difference in post-test and pre-test scores (D) (S.W. = .934, Sig. = .522)). Therefore, a hypothesis test was conducted using the dependent t-test. The results showed that sixth-grade students who learned economics using the TGT cooperative learning technique had significantly higher post-test scores than pre-test scores at the .05 statistical significance level. 3. A study on the satisfaction of sixth-grade students in economics learning activities using the TGT cooperative learning technique found that the sixth-grade students were highly satisfied with learning economics through the development of cooperative learning activities using the TGT technique (x = 4.87, S.D. = 0.34).

Conclusion: The TGT cooperative learning technique is appropriate and effective. This activity emphasizes peer support within groups. Students with lower academic performance receive assistance from higher-performing students. Close guidance and counseling can significantly improve academic achievement, ensuring all students meet the required passing criteria.