Development of the 5 STEPS Process Learning Activity in History for Grade 10 Students at Phadungnaree School

Abstract

The purpose of this research were: 1) to develop the 5 STEPS process learning activity in history for grade 10 students with an efficiency criterion of 80/80; 2) to compare the academic achievement of students who participated in the 5 STEPS process learning activity with those who learned through conventional methods; 3) to compare the analytical thinking skills of students who participated in the 5 STEPS process learning activity with those who learned through conventional methods; and 4) to investigate the students’ satisfaction with the 5 STEPS process learning activity. The research sample consisted of two groups of grade 10 students from purposive sampling: 40 students in class 4/12 as the experimental group, and 40 students in class 4/13 as the control group. Research instruments included: 10 lesson plans of the 5 STEPS process learning activity, a 30 items of 4 multiple choices academic achievement test in history, a 20 items of 4 multiple choices situation test of analytical thinking skills, and a 10 items of 5-points Likert scale questionnaire of satisfaction on the 5 STEPS process learning activity.
 
The research findings revealed that: 1) the lesson plans of the 5 STEPS process learning activity had an efficiency of 80.01/83.33, which was higher than the 80/80 criterion; 2) the academic achievement of grade 10 students who participated in the 5 STEPS process learning activity was significantly higher than the students who learned through conventional methods at the .05 level of statistical significance; 3) the analytical thinking skills of grade 10 students who participated in the 5 STEPS process learning activity was significantly higher than the students who learned through conventional methods at the .05 level of statistical significance; and 4) in overall, the students’ satisfaction with the 5 STEPS process learning activity was at the highest level, with a mean score of 4.68.