Development of an Instructional Package on Religion and Daily Life Using Project-Based Learning to Promote Analytical Thinking Skills among Grade 6 Students in the Nong Saeng School Network, Udon Thani Province

Abstract

This research aimed to: (1) develop an instructional package on religion and life using project-based learning to enhance analytical thinking skills of Grade 6 students in the Nong Saeng Educational Network, Udon Thani Province; (2) compare students’ analytical thinking skills; (3) compare students’ learning achievement before and after learning in the Social Studies, Religion, and Culture course; and (4) examine students’ satisfaction toward project-based learning. The population consisted of 293 Grade 6 students in the Nong Saeng Educational Network, Udon Thani Province. A total of 15 schools. The sample group consisted of 31 Grade 6 students from Ban Thap Hai School. The research instruments included lesson plans, pre- and post-tests, a pre- and post-test assessment of analytical thinking skills, and a satisfaction questionnaire. The statistical methods used for data analysis included percentage, mean, standard deviation, t-test, and the efficiency formula (E1/E2). The research results were as follows: (1) The instructional package using project-based learning for Grade 6 students in the Nong Saeng Educational Network, Udon Thani Province had an efficiency of 81.69/81.07 (E1/E2), which is higher than the predetermined efficiency criterion of 80/80. This indicates that the developed instructional package is effective and appropriate for learning management. (2) The analytical thinking skills of students after learning through project-based learning were significantly higher than before the learning process at the .01 level of statistical significance (= 24.32, S.D. = 1.56). (3) The learning achievement of students after learning through project-based learning was significantly higher than before the learning process at the .01 level of statistical significance (= 24.13, S.D. = 1.73). (4) The students’ satisfaction toward project-based learning among Grade 6 students was at the highest level ( = 4.60, S.D. = 0.118).

The knowledge gained from this research indicates that the development of an instructional package integrated with project-based learning can enhance learning efficiency, promote students’ analytical thinking skills, and improve their learning achievement. It also provides a practical guideline for applying learner-centered instructional management aimed at developing students’ thinking skills in classroom practice