The Effects of Learning Management Using the CIPPA Model Combined with Game-Based Learning on Learning Processes, Learning Achievement, and Satisfaction of Grade 6 Students in Three-Dimensional Geometry

Abstract

This study aimed to: 1) evaluate the quality and appropriateness of the learning management plan; 2) examine students’ learning processes; 3) investigate and compare students’ learning achievement before and after the implementation of the learning management; and 4) examine Grade 6 students’ satisfaction with learning management using the CIPPA Model combined with Game-Based Learning (GBL) on the topic of three-dimensional geometric figures. The target group consisted of 15 Grade 6 students at Ban Rong Ha School during the second semester of the 2024 academic year. The students were selected through purposive sampling. The research instruments consisted of a learning management plan, a behavioral observation form, a 10-item four-option multiple-choice achievement test administered before and after the learning management, and a 14-item satisfaction questionnaire covering four aspects. The data were analyzed using the mean (x̅), standard deviation (S.D.), and dependent samples t-test.

The results showed that: 1) the learning management plan was rated at the highest level in terms of quality and appropriateness (x̅=4.57, S.D.=0.11); 2) the students’ overall learning processes were at the highest level (x̅=4.60, S.D.=0.08); 3) the students’ mean learning achievement score after the implementation of the learning management was 7.00, which was higher than the pre-intervention mean score of 5.73, with a statistically significant difference at the .05 level (t=4.01, p=.001); and 4) the students’ overall satisfaction with the learning management was at the highest level (x̅=4.55, S.D.=0.14), with mean scores across the four aspects ranging from 4.43 to 4.62. The findings indicate that learning management using the CIPPA Model combined with Game-Based Learning was appropriate for learning activities on three-dimensional geometric figures. Within the context of the target group, students demonstrated high levels of learning processes and satisfaction, and their mean learning achievement score was higher after the implementation of the learning management than before it. However, these findings should be interpreted within the context of the target group and the research design employed.