The results of active learning activities to develop thinking for learning in the 21st century of students of the Faculty of Education, Buriram Rajabhat University

Abstract

This study aimed to 1) examine the effects of active learning activities designed to develop thinking skills for 21st century learning among Faculty of Education students at Buriram Rajabhat University, and 2) investigate students' attitudes toward such active learning activities. The population consisted of 638 Faculty of Education students enrolled in the second semester of the 2024 academic year, from which a purposive sample of 30 students was selected. Research instruments included lesson plans, an achievement test in the Learning Management Science course, and an attitude scale toward instructional activities. Data were analyzed using frequency, percentage, mean, standard deviation, and content analysis. The results revealed that students' attitudes toward the active learning instructional activities were significantly higher after instruction than before, at the .05 level of statistical significance, indicating that active learning effectively improved academic achievement in the Learning Management Science course. Students' learning progression scores were at a high level, with post-instruction achievement scores averaging 52.42% higher than pre-instruction scores. Overall, students reported a high level of satisfaction with the active learning instructional activities.