Effects of Using Learning Management based on Scenario-Based Learning on Empathy and Happiness in Learning of Upper Secondary Students

Abstract

The purposes of this research were to 1) compare the empathy of high school students before and after receiving learning management 2) study the empathy of high school students who received learning management 3) compare the happiness in learning of high school students before and after receiving learning management and 4) study the happiness in learning of high school students who received learning management based on scenario-based learning. This study employed an experimental research design. The sample consisted of 10 Mathayom Suksa 4 students from Bang Tabun Witthaya School during the 2025 academic year, selected through cluster sampling. The instruments used consisted of three lesson plans based on the scenario-based learning approach, a scale for measuring empathy among upper secondary school students, and a scale for measuring learning happiness among upper secondary school students. Data were analyzed using mean, standard deviation, and the dependent t-test. The research findings were as following: 1) The empathy of high school students who received learning management based on scenario-based learning was significantly higher after the intervention than before learning, at a statistical significance level of .05. 2) The average empathy score of high school students who received learning management based on scenario-based learning was at a high level. 3) The happiness in learning of high school students who received learning management based on scenario-based learning was significantly higher after the intervention than before learning, at a statistical significance level of .05. 4) The average happiness in learning score of high school students who received learning management based on scenario-based learning was at a high level.