Development of Science Process Skills and Learning Achievement of First-Year Vocational Certificate Students on the Unit of Force and Motion by Using Project-Based Learning Integrated with Philosophy of Sufficiency Economy

Abstract

This research aimed to: (1) develop project-based learning lesson plans integrated with the Sufficiency Economy Philosophy for the Force and Motion unit for first-year vocational certificate students, meeting the 75/75 efficiency criterion; (2) compare students' science process skills before and after instruction; (3) compare their learning achievement before and after instruction; and (4) examine their desirable characteristics following the learning activities. The sample consisted of 21 first-year vocational certificate students majoring in accounting at Udon Thani Business Administration Technology College during the first semester of the 2025 academic year, selected through cluster random sampling. The research instruments included four lesson plans, a science process skills test, a learning achievement test, and a desirable characteristics assessment form. Data were analyzed using percentages, means, standard deviations, and a paired-samples t-test.
The findings revealed that: 
1. The lesson plans achieved an efficiency value of 78.57/76.99, meeting the prescribed criterion of 75/75.
2. Students' science process skills scores increased significantly from a pretest mean of 10.90 to a posttest mean of 23.14 (p < .01).
3. Their learning achievement scores increased significantly from a pretest mean of 10.38 to a posttest mean of 23.05 (p < .01).
4. The overall mean score for students' desirable characteristics after instruction was 2.83 out of 3 points.