Learning management by using the Phenomenon-based learning model with a Board game for developing the Scientific concept, Science process skills, and Learning Retention on Force in daily life of grade 5 students

Abstract

This research aimed to: (1) compare fifth-grade students’ scientific conceptions of everyday forces before and after instruction using a phenomenon-based learning model integrated with a board game; (2) examine the development of these conceptions across the instructional intervention; (3) evaluate students’ scientific-process skills related to everyday forces after instruction against a 70 percent performance criterion; and (4) investigate the retention of learning on everyday forces among students taught through the same instructional approach. The research participants were nine fifth graders from Wat Ploy Krachang Sri School (Boon Yang Ratnawee Upathamman). The instruments comprised: (1) five lesson plans combining phenomenon-based learning with board-game activities; (2) a 25-item scientific-conception test, in two parts—Part 1: multiple-choice (one correct answer among four options, including distractors); Part 2: multiple-choice reasoning items (four optionseach);and (3) a scientific-process skills assessment consisting of five contextual scenarios, each featuring six integrated-process questions. Data analysis involved descriptive statistics (means, standard deviations, percentages) and inferential statistics using dependent-sample t-tests, one-sample t-tests, and relative gain scores. Results indicated that: (1) students’ scientific conceptions of everyday forces were significantly higher after instruction than before; (2) the development in those conceptions was rated as high; (3) students’ scientific-process skills related to everyday forces exceeded the 70 percent criterion following instruction; and (4) students retained their understanding of everyday forces, with no significant difference in conception-test scores immediately after instruction versus two weeks later.