Developing academic achievement through problem-based learning (PBL) Political matters Mathayom 3, Ban Muang Ton School, Lamphun Province

Abstract

The purposes of this research are to 1) compare academic achievement between 
before and after school of Mathayom 3 students by organizing problem-based learning 
(PBL) activities on politics and government. 2) Comparing problem-solving abilities. 
Between before and after class students Mathayom 3 by organizing problem-based 
learning (PBL) activities on politics and government. The sample group consisted of 8 
Mathayom 3 students at Ban Muang Ton School. The research instrument was used. (1) 
Problem-based learning (PBL) planning, 2 hours, 3 plans, totaling 6 hours. (2) Academic 
achievement test, usually with 30 answers. Statistics and analytical data are.. . Standard 
and test sections were tested with t-test statistics. (Based on t test)  
The results of the research found that academic achievement Social Studies By 
using problem-based learning (PBL) activities, the mean pre-test score was 7.13 points and 
the post-test mean score was 21.50 points when testing the difference in academic 
achievement scores first. study and after study, the t-test was equal to 14.39 (p < .05), 
indicating that students studying in social studies subjects Learning unit: politics and 
government By using problem-based learning (PBL) activities, there is a positive academic 
achievement in social studies subjects. Higher with statistical significance at the .05 level. 
Ability to think and solve problems in social studies subjects. of Mathayom 3 
students who received problem-based learning activities (PBL) had a mean pre-test score of 19.75 points and a mean post-test score of 49.00 points when testing differences. 
Differences in problem-solving ability scores in social studies subjects Before studying and 
after studying, the t-test was equal to 17.78 (p < .05), showing that Students studying in 
social studies subjects By using problem-based learning activities (PBL), the ability to think 
and solve problems in social studies was significantly higher at the .05 level.