Development of Cooperative Learning Activities Using the STAD Technique to Promote Analytical Thinking Ability in the Civics Strand for Prathomsueksa 5 students.

Abstract

Background and Aims: The purposes of this research were to 1) develop cooperative learning activities using the STAD technique to promote analytical thinking ability in the civics strand for Prathomsuksa 5 students with an efficiency criterion of 80/80; 2) compare students’ analytical thinking ability before and after learning through cooperative learning activities using the STAD technique; 3) study the desirable characteristic of discipline among students who participated in the cooperative learning activities using the STAD technique; and 4 investigate students’ satisfaction toward the cooperative learning activities using the STAD technique.

Methodology: The sample consisted of 50 Prathomsuksa 5 students, selected by cluster random sampling. The research instruments included lesson plans based on cooperative learning activities using the STAD technique, an analytical thinking ability test, an assessment form for the desirable characteristic of discipline, and a student satisfaction questionnaire toward the cooperative learning activities using the STAD technique. The statistics used for data analysis were percentage, mean, standard deviation, and dependent t-test.

Results: The research findings revealed that 1) The cooperative learning activities using the STAD technique in the civics strand for Grade 5 students had an efficiency of 88.97/82.89, which was higher than the established criterion of 80/80. 2) The analytical thinking ability of Grade 5 students after learning through cooperative learning activities using the STAD technique was significantly higher than before learning at the .05 level of statistical significance. 3) The desirable characteristic of discipline among Prathomsuksa 5 students participated in the cooperative learning activities using the STAD technique was at a very good level, with all 50 students (100 percent) achieving this level. 4) The overall satisfaction of Prathomsuksa 5 students toward the cooperative learning activities using the STAD technique in the civics strand was at the highest level (= 4.71, S.D. = 0.12).

Conclusion: The analytical thinking abilities of Grade 5 students who participated in cooperative learning activities using the STAD technique in the Civics subject were significantly higher after instruction than before instruction at the .05 level of significance. This finding may be attributed to the systematic implementation of student-centered cooperative learning activities, which encouraged students to construct knowledge collaboratively, exchange ideas, and share responsibilities within group work. Furthermore, authentic assessment practices supported students in achieving the intended learning outcomes and effectively enhanced their analytical thinking skills.