Journal of Education & Learning Development Innovation

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

2026-04-22T14:31:56+07:00

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.

An Analytical Study of the Characteristics and Quality of Classroom Research of Student Teachers in Mathematics at Chiang Mai Rajabhat University

2026-04-22T14:27:06+07:00

This research aimed to: (1) study the characteristics of classroom research conducted by student teachers in the Mathematics Education program at Chiang Mai Rajabhat University, and (2) analyze the quality of classroom research conducted by student teachers in the Mathematics Education program at Chiang Mai Rajabhat University. The researcher collected data from the entire population, which consisted of 58 classroom research reports produced by student teachers in the Mathematics Education program at Chiang Mai Rajabhat University during the academic year 2025. The research instruments consisted of (1) a checklist for analyzing the characteristics of classroom research, and (2) an evaluation form for assessing the quality of classroom research. The statistics used in this research included frequency, percentage, mean, and standard deviation.

The research findings can be summarized as follows:

1. Regarding the characteristics of classroom research, Part 1 on general characteristics and context of the studies revealed that most classroom research focused on improving students’ learning achievement, with Active Learning as the main instructional approach used in teaching and learning. Overall, the studies mainly aimed at improving students’ learning achievement. In Part 2 on research methodology, most studies were quasi-experimental research. Instructional media or innovations were mainly used as independent variables, while learning achievement was used as the dependent variable. Achievement tests were used as research instruments, and descriptive statistics were mainly used for data analysis.

2. The analysis of the quality of classroom research conducted by student teachers in the Mathematics Education program at Chiang Mai Rajabhat University showed that, overall, the quality was at a good level, with a mean score of 3.64.

A Comparison of Learning Achievement Using Active Learning Management in the Course “Science Learning Management for Elementary Education” among General Science Students, Faculty of Education and Human Development, Sisaket Rajabhat University

2026-04-30T11:24:09+07:00

The purposes of this research were to 1) compare the students’ learning achievement before and after learning through the Active Learning instructional approach and 2) investigate the students’ satisfaction toward learning management through the Active Learning approach. This study was conducted using a quasi-experimental research design employing a one-group pretest–posttest design. The population consisted of 201 students in the General Science Program, Faculty of Education and Human Development, Sisaket Rajabhat University, enrolled in the first semester of the academic year 2025. The sample group consisted of 56 third-year students in the General Science Program, Faculty of Education and Human Development, Sisaket Rajabhat University, enrolled in the first semester of the academic year 2025. The participants were selected through purposive sampling. The research instruments consisted of 1) lesson plans based on the Active Learning instructional approach (TQF 3 for the course “Science Learning Management at the Elementary Education Level”), 2) a learning achievement test based on the Active Learning instructional approach, and 3) a questionnaire assessing students’ satisfaction toward learning management through the Active Learning approach. Data were analyzed using mean, standard deviation, and the paired samples t-test.

The research findings revealed that: 1) the learning achievement of students after learning through the Active Learning instructional approach was significantly higher than that before learning at the .05 level of statistical significance; and 2) the students’ satisfaction toward learning management through the Active Learning instructional approach was overall at a high level.

Promoting Scientific Literacy on Force and Motion among Grade 8 Students through Technology-Emphasized STEM Education Learning Management

2026-05-17T14:29:23+07:00

This research aimed to promote scientific literacy on the topic of Force and Motion among Grade 8 students through STEM Education learning management with an emphasis on technology. The study group consisted of 32 students from a large school in Phetchaburi Province, selected through purposive selection during the second semester of the 2024 academic year. Data were collected using three instruments: STEM Education lesson plans with a technology emphasis, a subjective scientific literacy assessment, and an objective scientific literacy test. Statistical analyses employed included mean, standard deviation, and dependent samples t-test. The findings revealed that students' overall scientific literacy scores from the subjective assessment had a mean of 3.270.56, indicating a good level of scientific literacy, with 46.88% of students rated at the excellent level and 31.25% at the good level. Regarding the comparative analysis of objective test scores, students achieved a post-instruction mean score of 13.81, significantly higher than the pre-instruction mean of 7.34, at a statistical significance level of .001, with a Cohen's d effect size of 2.51, classified as very large. These results demonstrate that students showed marked improvement in their ability to apply scientific knowledge to explain phenomena, analyze situations, and solve real-world problems. In conclusion, STEM Education learning management with an emphasis on technology proved to be an effective approach for significantly promoting students' scientific literacy.

Development of an Inquiry-Based Learning Activity Package on Life-Saving Technologies in Flood Situations Using the Engineering Design Process to Promote Problem-Solving Skills of Mathayom 3 Students in the design and technology subject

2026-05-18T20:15:23+07:00

The purposes of this research were to: 1) develop and determine the efficiency of an inquiry-based learning activity package entitled Life-Saving Technologies in Flood Situations using the Engineering Design Process for Mathayom 3 students in the Design and Technology subject; 2) study the learning outcomes in terms of learning achievement and problem-solving skills after the implementation of the activity package; and 3) investigate students’ satisfaction toward learning management through the developed activity package. The study employed a Research and Development (R&D) approach together with a One-Group Pretest–Posttest Design. The sample group consisted of 26 Mathayom 3/1 students at Anuban Chiangkhong School during the second semester of the 2025 academic year, selected through purposive sampling. The research instruments consisted of: 1) six inquiry-based learning activity packages, 2) a learning achievement test, 3) a rubric-based problem-solving skills assessment form, and 4) a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, efficiency index (E1/E2), and dependent samples t-test.

The findings revealed that: 1) the inquiry-based learning activity package entitled “Life-Saving Technology in Flood Situations” using the Engineering Design Process achieved an efficiency level of 81.74/84.73, which was higher than the predetermined criterion of 75/75; 2) the students' posttest achievement scores ( = 16.92) were significantly higher than the pre-learning scores ( = 11.85) at the .05 level of statistical significance (t = 12.36, p < .001). In addition, the students’ post-learning problem-solving skills scores ( = 4.57, S.D. = 0.50) were significantly higher than the pre-learning scores at the .05 level of statistical significance (t = 14.82, p < .001); and 3) the students’ overall satisfaction toward the learning management was at the highest level ( = 4.61, S.D. = 0.47).

The findings indicate that the inquiry-based learning activity package integrated with the Engineering Design Process and connected with flood situations in the local community could serve as an effective instructional approach to promote active learning and enhance students’ problem-solving skills in the Design and Technology subject.

Development of Problem-Based Learning Activity Packages on the Topic of Gas Exchange System for Grade 8 Students

2026-05-27T14:47:45+07:00

The purposes of this research were: (1) to determine the efficiency of problem-based learning (PBL) activity packages on the topic of the gas exchange system for Grade 8 students based on the 80/80 criterion; (2) to compare the students’ learning achievement and students’ creative problem-solving ability before and after learning through the PBL activity packages.

The results revealed that: (1) the developed PBL activity packages were rated at a high level of appropriateness, with an efficiency of 83.25/80.20, which met the established 80/80 criterion; (2) students’ post-learning achievement and students’ creative problem-solving ability scores were significantly higher than their pre-learning scores at the .05 level of statistical significance.

The Effects of Design Thinking-Based Learning on Scientific Problem-Solving Skills in the Topic of Solutions for Grade 10 Students

2026-06-01T21:08:40+07:00

This classroom action research aimed to develop and examine the effects of Design Thinking-based learning on scientific problem-solving skills in the topic of Solutions among Grade 10 students. The study employed a predominantly qualitative approach supported by descriptive statistics. The target group consisted of 40 Grade 10/7 students at Udon Pittayanukoon School (second semester, 2025), divided into nine groups, selected through purposive sampling. A One-Group Posttest-Only Design was used. Instruments were Design Thinking lesson plans (Empathize, Define, Ideate, Prototype, Test; 11 hours) and a four-level rubric (20 points; IOC = 0.87–1.00). Data were analyzed using mean, standard deviation, and qualitative analysis. Students showed scientific problem-solving skills at a good level (x̄ = 16.66, SD = 1.23, 83.30%); 4 groups reached a very good level and 5 a good level. The findings suggest that Design Thinking-based learning can serve as a practical approach for fostering scientific problem-solving skills and meaningful learning in science classrooms.

Development of Scientific Explanation Ability on Earth and its Changes through Model-Based Learning Management of Grade 8 Students

2026-05-22T19:27:26+07:00

This research aimed to compare the scientific explanation ability of eighth-grade students on the topic "Earth and Changes" before and after learning through model-based learning instruction. The research sample consisted of 32 eighth-grade students from one classroom at Anuban Penprachehanukul School, Phen District, Udon Thani Province, in the second semester of the 2025 academic year, selected through cluster random sampling. This research employed an experimental design using a one-group pretest-posttest design. The research instruments included four model-based learning lesson plans on "Earth and Changes" and a scientific explanation ability test comprising five scenarios, each containing three sub-questions: claim, evidence, and reasoning. Data were analyzed using frequency, mean, percentage, standard deviation, and dependent t-test. The research findings revealed that eighth-grade students who received model-based learning instruction demonstrated scientific explanation ability after learning ( = 24.25, representing 80.83%) significantly higher than before learning ( = 16.94, representing 56.46%) at the .01 significance level. This was attributed to the four-step model-based learning process that effectively promoted students' scientific explanation ability. In Step 1, students constructed mental models by asking questions about phenomena. In Step 2, students explored and experimented to find empirical evidence and practiced connecting claims with evidence. In Step 3, students presented and discussed their models, then revised and improved them until they could logically explain the phenomena. In Step 4, students applied their models to explain and predict other phenomena. The study found that students' scientific explanation ability after learning was higher than before learning, as they were able to effectively present claims, provide evidence, and connect reasoning between evidence and claims.

Innovative Approaches to Teaching and Learning the Periodic Table: A Literature Review

2026-04-22T16:36:18+07:00

The periodic table is a fundamental framework in chemistry, linking atomic structure with elemental properties and periodic trends. However, instruction on the periodic table has often emphasized memorization of symbolic information rather than conceptual understanding, limiting students’ ability to use it for chemical explanation and reasoning. This article aims to review and synthesize research on instructional innovations to teaching and learning the periodic table in chemistry, with a focus on developing students’ structural and conceptual understanding. This study employs a literature review methodology, analyzing research in chemistry education from both international and national sources, with particular emphasis on articles published in the Journal of Chemical Education and Thai academic journals. The reviewed studies were examined and categorized according to their theoretical perspectives, instructional approaches, and types of instructional innovations. The results of the review can be synthesized into four major themes: (1) a shift from rote memorization toward structural and conceptual learning; (2) the role of the periodic table as a cognitive tool for explanation, prediction, and chemical reasoning; (3) diverse instructional innovations, including inquiry-based learning, collaborative learning, educational games, and digital media and technologies; and (4) emerging trends, strengths, and limitations of instructional innovations. Overall, the synthesis indicates that effective instructional approaches should be grounded in robust chemical concepts and support continuous use of the periodic table as a cognitive tool to promote meaningful, long-term learning in chemistry.

Project-Based Learning in the 21st Century: A Systematic Review of Theoretical Foundations, Design Principles, and Learning Outcomes

2026-04-22T16:40:40+07:00

Project-based learning (PjBL) is a key pedagogical approach for addressing the demands of 21^st-century education, particularly in promoting deeper learning, higher-order thinking, and career readiness. This article presents a systematic review of project-based learning research, synthesizing evidence related to its theoretical foundations, instructional design principles, and learning outcomes in secondary and higher education contexts. The review is grounded in cognitive and social constructivist theories, which emphasize active knowledge construction through experience, interaction, and reflection. Findings indicate that well-designed PjBL, especially when centered on real-world problems, has positive effects on students’ conceptual understanding, critical thinking, problem-solving skills, collaboration, engagement, and learning autonomy. In higher education, industry-enriched PjBL models further enhance employability and career readiness by linking academic learning with authentic professional practices. Despite its benefits, the review highlights ongoing challenges, including limited theoretical alignment in practice and insufficient assessment of higher-order and long-term learning outcomes. The article concludes by suggesting directions for future research and practice to strengthen the effectiveness of project-based learning in 21^st-century education.