Effects of Phenomenon-Based Learning on Creative Thinking Skills in Thai Language Subject for Mathayomsuksa 1 Students at Patumwan Demonstration School

Abstract

The purposes of this research were to develop creative thinking skills of Mathayomsuksa 1 students through phenomenon-based learning in the Thai language subject and to study students’ satisfaction with the learning management. The sample consisted of 100 Mathayomsuksa 1 students at Patumwan Demonstration School, Srinakharinwirot University, in the first semester of the 2026 academic year, selected by cluster random sampling. The research instruments were phenomenon-based learning lesson plans, an analytic scoring rubric for assessing creative thinking skills, and a student satisfaction questionnaire. The data were analyzed using mean, standard deviation, percentage, and content analysis. The research findings revealed that the developed phenomenon-based learning units were rated at the highest level of quality. The students’ overall creative thinking skills were at a very good level, with a mean score of 181.18 out of 200, equivalent to 90.59 percent. The component with the highest mean percentage score was originality, followed by elaboration, fluency, and flexibility, respectively. The students’ overall satisfaction with phenomenon-based learning was at the highest level, with a mean score of 4.56. The research suggests that sufficient time and appropriate workloads should be provided for creative learning activities. In addition, learning activities should continuously encourage students to generate diverse ideas, view issues from different perspectives, and create meaningful works connected to real-life phenomena.