Effects of Akita Learning Management with Problem-Based Learning on the Development of Analytical Thinking Ability in Grade 3 Students

Abstract

This research aimed to: 1) compare the analytical thinking abilities of Grade 3 students before and after receiving active learning instruction based on the Akita approach combined with problem-based learning, and 2) examine students' satisfaction with the active learning instruction based on the Akita approach combined with problem-based learning for developing analytical thinking abilities. The researcher conducted a one-group pretest-posttest experimental design. The sample consisted of 33 Grade 3 students from the Demonstration School of Ubon Ratchathani Rajabhat University in the 2024 academic year. The research instruments included: 1) lesson plans using active learning instruction based on the Akita approach combined with problem-based learning to develop analytical thinking abilities, 2) an analytical thinking ability test, and 3) a satisfaction assessment form. Data were analyzed using mean, standard deviation, and t-test. The research findings revealed that: 1) Grade 3 students who learned through active learning instruction based on the Akita approach combined with problem-based learning demonstrated significantly higher post-test analytical thinking ability scores compared to pre-test scores at the .05 level of statistical significance, and 2) students expressed the highest level of satisfaction toward the active learning instruction based on the Akita approach combined with problem-based learning for developing analytical thinking abilities (x̄ = 4.75, S.D. = 0.34).