A Study of Learning Achievement on Adventuring Through Earth's Phenomena and Disasters Learning Unit and Critical Thinking of Grade 6 Students Using Phenomenon-Based Learning with Graphic Organizer

Abstract

This research article aimed to: 1) compare the learning achievement of Grade 6 students in the learning unit “Adventures in World Phenomena and Natural Disasters” before and after instruction using a phenomenon-based learning approach integrated with graphic organizers;
2) compare the post-learning achievement scores with the 70-percent criterion; and 3) compare students’ critical thinking ability before and after instruction. The sample consisted of 20 Grade 6 students from Ban Nong Suang School, Kham Thale So District, Nakhon Ratchasima Province, during the second semester of the 2024 academic year. The sample was selected through cluster sampling. The research instruments included four lesson plans based on phenomenon-based learning combined with graphic organizers, totaling 12 hours of instruction. The lesson plans were evaluated for content validity and appropriateness, yielding an average score of 4.73, indicating a very high level of appropriateness. The learning achievement test had a reliability coefficient of 0.86, and the critical thinking assessment had a reliability coefficient of 0.92. This study employed a preliminary experimental design using a one-group pretest–posttest model. Data were analyzed using percentage, mean, standard deviation, t-test, and the Wilcoxon Signed-Rank Test.

The research found that:

1. The post-learning achievement scores were significantly higher than the pre-learning scores at the .05 level.
2. The post-learning achievement scores were significantly higher than the 70-percent criterion at the .05 level.
3. Students’ critical thinking ability after instruction was significantly higher than before instruction at the .05 level.