Development of learning about important days in Buddhism Using a set of innovative learning activities,the Break Time ladder game, for Grade 4 students. Chiang Mai Primary Educational Service Area Office 2

Abstract

The objective of this research is 1) To compare the results of learning 
development in social studies subject. Important Buddhist days of 4th grade students 
before class and after class using the learning management method of the ladder game 
Break Time 2) To study the satisfaction of 4th grade students learning by the Break 
Time ladder game learning method. The population used in this research were 4th 
grade students at Ban Huai Kiang School. Chiang Mai Province, 2 rooms, total number 
of students 50 people, sample group used in this research. Is a student in Grade 4, 
academic year 2023, Semester 1, at Ban Huai Kiang School. Chiang Mai Province Number 
of classrooms: 1 classroom with 25 students drawn from purposive random sampling. 
The research tools include Learning management plan Learning activity set and tests 
to measure academic development results Statistics used to analyze data include 
mean, standard deviation. confidence Find the efficiency of innovation and testing with 
t-values (t-test)  
Learning activity set on important days in Buddhism By the learning 
management method of the Break Time ladder game created by the researcher, theaverage score was 48.16, standard deviation 2.76, 80.27 percent. And the test to 
measure learning development after studying, students scored an average 17.00, 
standard deviation 1.08, 85.00 percent. So E1/E2=80.27/85.00 which is higher than the 
standard criteria set for 80/80, and the results of comparing the learning development 
results before and after learning of a sample of 25 students found that the students 
took the test to measure learning development results. Received an average score of 
24.76, standard deviation 1.20, 82.53 percent score. Therefore, after studying the lesson 
with the learning activity set on important days in Buddhism. By using the Break Time 
learning management method, it was found that students had higher scores than 
before learning at a statistical significance of .05.