Development of Learning Activities using the Geographic Inquiry Process for Social Studies about Africa Continent to Promote Geo-Literacy for Grade 8 Students

Abstract

This research aimed to: 1) determine the efficiency of learning activities using geographical processes in Social Studies on the topic of Africa for Grade 8 students according to the 80/80 efficiency criterion, 2) investigate geographical literacy development among Grade 8 students using geographical processes, and 3) examine Grade 8 students' satisfaction with learning activities using geographical processes in Social Studies on the topic of Africa. The study group consisted of 14 Grade 8 students from Nongbuakururatprachasarn School, Nongkungsi District, Kalasin Province, in the first semester of the 2024 academic year. The research instruments included: lesson plans using geographical processes, an achievement test, a geographical literacy assessment form, and a satisfaction questionnaire. Data were analyzed using mean, percentage, and standard deviation. The research findings revealed that: 1) the learning activities using geographical processes in Social Studies on the topic of Africa for Grade 8 students demonstrated overall lesson plan quality at a very appropriate level (x̄ = 4.39, S.D. = 0.05) with an efficiency of 87.27/78.81, which did not meet the 80/80 criterion, 2) the development of geographical literacy among Grade 8 students using geographical processes from Phase 1 to Phase 4 showed progressively higher mean scores, indicating improved geographical literacy development, and 3) Grade 8 students' satisfaction with learning activities using geographical processes was at the highest level (x̄ = 4.58, S.D. = 0.15).