Outcomes of Learning Management on Important Religious Days and Practices of Buddhists of Grade 6 Students through Project-based Learning Management

Abstract

The aims of this study are to: 1) compare pre-test and post-test results regarding learning management on significant religious holidays and Buddhist practices through project-based learning for sixth-grade students; 2) compare post-test results concerning learning management on significant religious holidays and Buddhist practices through project-based learning after achieving a criterion of 70 percent; and 3) assess student satisfaction with the organization of project-based learning. The sample comprised 20 sixth-grade students from Non Khui Samakkhi School. The study utilized three lesson plans focused on significant religious holidays and Buddhist practices, structured around an 8-hour project-based learning framework. Additionally, it incorporated a multiple-choice learning achievement test comprising 20 items with four options each, along with a set of questionnaires to assess student satisfaction. The statistical techniques employed for data analysis included mean, percentage, standard deviation, and t-test statistics. 

The investigation revealed the following findings: The post-test score for organizing project-based learning was substantially greater than the pre-test at the .05 level. 2) The post-test score for organizing project-based learning was above the 70 percent requirement at a significance level of .05, and 3) the satisfaction for organizing project-based learning was at the greatest level.