Phenomenon-Based Learning for Learning Achievement Development and Critical Thinking for Grade 7 Students

Abstract

This study aimed to: 1) compare students’ learning achievement before and after learning, and their learning achievement against the 70 percent criterion, 2) compare students’ critical thinking before and after learning, and 3) study the learning conditions using phenomenon-based learning. The research sample group consisted of 29 grade 7 students from class 1/1 at Pakthongchai Prachaniramit School in the first semester of the academic year 2022, selected by cluster random sampling. The research instruments included lesson plans, a learning achievement test, a critical thinking test, an observation form, and a learning log form. Statistics used for data analysis were mean, percentage, standard deviation, t-test, and content analysis.

The research findings showed that: 1) students’ learning achievement was higher than before, but learning achievement after the lessons was less than the 70 percent criterion, statistically significant at the .05 level, 2) students’ critical thinking was statistically significantly higher than before at the .05 level, and 3) learning conditions using phenomenon-based learning created a conducive environment for active learning, where students played an active role, were enthusiastic, and were independent in their thinking. This created a classroom where diverse ideas were expressed, fostering good interactions.