The Development of Critical Thinking Skills by Using Game-Based Learning Method on the Topic of an International History of the Ninth-grade Students

Abstract

The purposes of this experimental research were to 1) compare the critical thinking skills on the topic of the development, cooperation, and conflict in the international history of the ninth graders of the demonstration school of Silpakorn University before and after using a game-based learning method, and
2) study students’ opinions after using a game-based learning method. This research is experimental. The sample group used in this research comprised 37 ninth-grade students at the demonstration school of Silpakorn University in the first semester of the academic year 2020. Research tools included the lesson plan using the game-based learning method on the topic of the development, cooperation, and conflict in international history, a critical thinking skills test, and a students’ perspectives towards this learning method questionnaire. The statistics used to analyze the data were percentage, mean (M), standard deviation (SD), and the dependent t-test. The results illustrated that 1) learners’ critical thinking skills, after using the game-based learning method, was significantly higher than before using this learning method at the .05 level, and 2) after the experiment, students showed positive opinions towards using the game-based learning method and the most favorable aspect was the positive learning atmosphere. The use of a game-based learning method helped promoting a supportive learning environment; therefore, students could easily understand the content.  It also supported learners to think critically.