Using Context-Based Learning to Enhance Thai Grade 6 Student Scientific Reasoning Abilities

Thatsaniya Rantong and Rattikan Sarnkong

Higher Education Studies, 2025, vol. 15, issue 1, 136

Abstract: The purpose of this study was to examine the impact of a context-based learning (CBL) management plan on the scientific reasoning abilities of Grade 6 students in Thailand. The participants consisted of 13 students from a public school in the northeastern region. The research instruments included a two-tier multiple-choice test to assess scientific reasoning abilities and an observation checklist to monitor reasoning behavior during the learning sessions. Data were analyzed using descriptive statistics, including frequency, percentage, and relative development scores, to measure student improvement. The results indicated a significant increase in students' scientific reasoning abilities, with an average score improvement from 13.14% before the intervention to 56.00% after. The majority of students demonstrated moderate to high improvement in their reasoning skills. This study contributes to the growing body of evidence supporting the effectiveness of context-based learning in enhancing critical thinking and problem-solving skills in science education.

Date: 2025
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/hes/article/download/0/0/51096/55434 (application/pdf)
https://ccsenet.org/journal/index.php/hes/article/view/0/51096 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:hesjnl:v:15:y:2025:i:1:p:136

Access Statistics for this article

More articles in Higher Education Studies from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().