Effects of Phenomenon based Learning Activities on Global Citizenship of Elementary Students
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Abstract
This research aimed to 1) compare the global citizenship of Grade 3 students before and after receiving global citizenship education based on the phenomenon-based learning approach, and 2) compare the global citizenship of students in the experimental and control groups. The sample comprised 60 Grade 3 students with mixed abilities, enrolled in the first semester of the 2025 academic year at a school under the Chanthaburi Primary Educational Service Area Office 2. The participants were selected through purposive sampling and equally assigned to an experimental group and a control group, with 30 students in each group. The research instruments included 1) lesson plans based on the phenomenon-based learning approach, 2) conventional global citizenship education lesson plans, 3) a global citizenship assessment, and 4) a behavioral observation form. The instruments were evaluated for content validity and appropriateness by three experts using the Index of Item-Objective Congruence (IOC). Data were analyzed using percentage, mean, standard deviation, dependent-samples t-test, and independent-samples t-test. The findings revealed that: 1) the experimental group demonstrated a significantly higher mean score on the global citizenship assessment after participating in global citizenship education based on the phenomenon-based learning approach (ðĨĖ = 30.77) than before the intervention (ðĨĖ = 23.07), at the .05 level of statistical significance; and 2) the comparison of global citizenship assessment scores between the experimental group, which received global citizenship education based on the phenomenon-based learning approach, and the control group, which received conventional instruction, indicated that the experimental group obtained a higher mean score (ðĨĖ = 30.77) than the control group (ðĨĖ = 29.73). However, the difference was not statistically significant at the .05 level (p = .127). Furthermore, the researcher synthesized a phenomenon-based learning model for global citizenship education to promote global citizenship among elementary school students, consisting of five steps.
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āļāļāļāļ§āļēāļĄāļāļĩāđāđāļāđāļĢāļąāļāļāļēāļĢāļāļĩāļāļīāļĄāļāđāđāļāđāļāļĨāļīāļāļŠāļīāļāļāļīāđāļāļāļāļ§āļēāļĢāļŠāļēāļĢāļ§āļīāļāļēāļāļēāļĢāļŠāļāļēāļāļąāļāļāļąāļāļāļēāļāļĢāļ°āļ§āļīāļāļĒāļēāļāļĢ
āļāđāļāļāļ§āļēāļĄāļāļĩāđāļāļĢāļēāļāļāļāļĒāļđāđāđāļāļāļāļāļ§āļēāļĄāļāļĩāđāđāļāđāļĢāļąāļāļāļēāļĢāļāļĩāļāļīāļĄāļāđāđāļāļ§āļēāļĢāļŠāļēāļĢ āļāļ·āļāđāļāđāļāļāļ§āļēāļĄāļĢāļąāļāļāļīāļāļāļāļāļāļāļāļāļđāđāđāļāļĩāļĒāļāļāļāļāļ§āļēāļĄ āđāļĨāļ°āļāđāļāļāļīāļāđāļŦāđāļāļāļąāđāļāđāļĄāđāļāļ·āļāļ§āđāļēāđāļāđāļāļāļąāļĻāļāļ°āđāļĨāļ°āļāļ§āļēāļĄāļĢāļąāļāļāļīāļāļāļāļāļāļāļāļāļāļāļāļĢāļĢāļāļēāļāļīāļāļēāļĢāļ§āļēāļĢāļŠāļēāļĢāļ§āļīāļāļēāļāļēāļĢāļŠāļāļēāļāļąāļāļāļąāļāļāļēāļāļĢāļ°āļ§āļīāļāļĒāļēāļāļĢ
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