Development of Backward Design Learning Management Combined with Board Game to Promote Classification Scientific Process Skills for Grade 4 Students

Abstract

    This research aims to develop a backward design learning plan combined with a board game to promote science process skills in classification for fourth-grade students. The objectives are: 1)to study the current situation, problems, and needs; 2)to create and evaluate the effectiveness of the learning plan; 3)to conduct a board game-based learning experiment; and 4) to assess student satisfaction with the developed backward design learning plan combined with the board game. The research employed a research and development (R&D) methodology in four phases, initially piloting the study with four second-grade students. The research instruments included a backward design learning plan combined with a board game, a board game, a test measuring science process skills in classification, and a satisfaction questionnaire regarding the developed backward design learning plan combined with the board game. Data were analyzed using descriptive statistics (mean, standard deviation) and Wilcoxon rank test for comparison of differences.
    The research results showed that: 1)The problem with teaching management was that teachers used textbooks as the main medium, resulting in students lacking science process skills in classification. 2)The backward learning management combined with board games had 4 components: (1) preparing learning content in advance, (2) students learning independently, (3) applying knowledge in the classroom, and (4) checking and evaluating results together with board games. All learning management plans had the highest average appropriateness level, with efficiency (E1/E2) of 82.50/81.67, higher than the set criteria, and an effectiveness index of 0.7027. 3) The science process skills in classification of 4th grade students after the backward learning management combined with board games were significantly higher than before the backward learning management combined with board games at the .05 statistical significance level. and 4) 4th grade students were highly satisfied with the backward learning management combined with board games overall.