The Effects of Active Learning on Science Learning Achievement in the Topic of Flowering Plant Classification among Grade 4 Students

Abstract

The objective of this research was to study the science learning achievement on the topic of Flowering Plant Classification using Active Learning management for Grade 4 students in the 2025 academic year at a school under the Sisaket Primary Educational Service Area Office. The target group consisted of 12 Grade 4 students selected through purposive sampling. The research instruments included Active Learning lesson plans and a science learning achievement test designed to measure both knowledge and analytical thinking skills. Data were collected using a one-group pretest-posttest design and analyzed using mean, standard deviation, and paired-samples t-test.

The results of the study revealed that: 1) Learning Achievement: Students who received instruction through the Active Learning approach demonstrated significantly higher post-test scores than pre-test scores at a .05 level of significance (t = 18.88), with an average score improvement of 7.75 points, showing particularly outstanding development in analytical thinking and classification skills. 2) Learning Process: The Active Learning approach enabled students to construct knowledge independently through hands-on practice and effectively correct misconceptions through scientific argumentation and collaborative work with peers. 3) Teacher's Role and Classroom Atmosphere: Highly dynamic learning activities, combined with the teacher's instructional scaffolding, fostered effective interaction. This resulted in increased attentiveness, enabling students to concretely achieve the learning indicators.