DEVELOPING CONCEPTUAL THINKING SKILLS IN SOCIAL STUDIES OF ELEVENTH GRADE STUDENTS USING LEARNING PROCESS BASED ON 5 STEPS MODEL AND CONCEPTUAL THINKING SKILL EXERCISES

Abstract

     The objectives of this research were: (1) to develop conceptual thinking skill exercises in social studies based on the 5 STEPs learning model to achieve the 70/70 efficiency criterion; (2) to compare the conceptual thinking skills in social studies of eleventh-grade students before and after learning; and (3) to examine students’ satisfaction toward the learning process based on the 5 STEPs model combined with conceptual thinking skill exercises. This study employed a quasi-experimental research design. The sample consisted of 30 eleventh-grade students from class 5/4 in the first semester of the 2025 academic year at Wat Nong Chok Secondary School under the Secondary Educational Service Area Office Bangkok 2, selected by cluster random sampling. The research instruments included lesson plans, conceptual thinking skill exercises, a conceptual thinking skill test, and a student satisfaction questionnaire. The statistics used for data analysis were mean, standard deviation, efficiency (E₁/E₂), and t-test.

The research findings revealed that:

1. The efficiency of the conceptual thinking skills exercises (E₁/E₂) was 74.33/75.00, which met the predetermined criterion of 70/70.


2. The conceptual thinking skills in social studies of eleventh grade students who learned learning process based on 5 STEPs model and the conceptual thinking skills exercises in were significantly higher after instruction than before instruction at the .05 level.


3. The overall level of student satisfaction toward learning process based on 5 STEPs model and conceptual thinking skills exercises with the supplementary exercises was at the highest level.