Action Research for Enhancing Health Education Learning Achievement on Five Main Food Groups for Grade 3 Students at Anubarnsurin School Using Cooperative Learning by STAD Technique

Abstract

The objectives of this research were twofold: firstly, to investigate the efficacy of addressing learning achievement issues in the health education subject regarding the 5 main food groups using cooperative learning with the STAD technique, and secondly, to compare the learning achievement outcomes in the health education subject specifically on the topic of the 5 main food groups using cooperative learning management with the STAD technique against an 80 percent criterion. The target group consisted of 26 students in Grade 3/1 at Surin Kindergarten School. Research tools included: (1) three learning management plans ( = 4.25, = 0.00, = 4.35 , = 0.14, = 4.35, = 0.14) (2) a test with a reliability coefficient of 0.71, (3) classroom learning behavior observation focusing on interest, question answering, and participation (IOC = 1), and (4) an interview form (IOC = 1). Data were analyzed using percentage, mean, standard deviation, and content analysis.

The research findings were as follows:1) Regarding the resolution of academic achievement issues: In Cycle 1, during the planning stage, three learning management plans were developed: Learning Management Plan 1 focusing on the 5 main food groups, Learning Management Plan 2 addressing the classification of the 5 main food groups, and Learning Management Plan 3 centered around nutrition flags. During the operational stage, planned activities were executed for learning organization. Observations revealed that most students lacked enthusiasm and perceived the content as familiar. Test results showed that 17 students passed and 9 failed. Students suggested adding games during lessons to enhance engagement. In Cycle 2, adjustments were made to activities in the learning plan, leading to improved attentiveness among students. Test results showed 20 passing and 6 failing. Student feedback suggested extending exam time and providing more study materials. In Cycle 3, exam time was increased, and rewards for students were enhanced. Observations indicated increased attentiveness, and all 26 students passed the exam, indicating improved learning. Student reflections indicated enjoyment of lessons and appreciation for prizes.2) Regarding the comparison of academic achievement with the 80% criterion: In Cycle 1 and 2, the criterion was not met (63.85% and 69.87% respectively), but in Cycle 3, it was exceeded (84.74%).