Developing Learning Achievement on Historical Methods through Six Thinking Hats and 5E Inquiry-Based Learning for Grade 9 Students

Abstract

The purposes of this research were: (1) to compare the learning achievement of Grade 9 students before and after learning the topic Historical Methods through the instructional approach integrating the Six Thinking Hats technique with the 5E Inquiry-Based Learning process; (2) to examine the satisfaction of Grade 9 students toward the implementation of the instructional approach combining the Six Thinking Hats technique with the 5E Inquiry-Based Learning process; and (3) to propose instructional guidelines for teaching history through the integration of the Six Thinking Hats technique and the 5E Inquiry-Based Learning process in order to promote analytical thinking and self-directed learning. The sample consisted of 38 Grade 9 students from Wat Phromsakhon School during the first semester of the 2025 academic year. The participants were selected using cluster random sampling, with the classroom used as the sampling unit. The research instruments included lesson plans, a learning achievement test, a student satisfaction questionnaire, and a semi-structured learning behavior observation record consisting of 12 indicators. Quantitative data were analyzed using mean, standard deviation, and t-test, whereas qualitative data were analyzed through a synthesis of information obtained from three data sources. The research findings revealed that:

1) the post-learning achievement score (𝑥̄ = 25.86, S.D. = 2.41) was significantly higher than the pre-learning score (𝑥̄ = 18.72, S.D. = 3.14) at the .05 level of statistical significance (t = 14.25). 2) the students’ overall satisfaction with the instructional approach was at the highest level (𝑥̄ = 4.55, S.D. = 0.48). and        3) the effective instructional guidelines comprised three key components: the design of learning activities emphasizing historical thinking–stimulating situations, the role of teachers as facilitators of thinking, and formative assessment integrating multiple assessment tools in a systematic manner.