An Integration of Active Learning and Game-Based Learning for Enhancing Students’ Learning Achievement on Important Buddhist Holy Days

Abstract

This research aimed to 1) compare the learning achievement of lower secondary school students before and after receiving active learning combined with game-based learning on the topic “Important Buddhist Holy Days,” 2) examine students’ satisfaction toward the learning activities, and 3) investigate students’ attitudes and moral development after the learning process. The sample consisted of 34 students from Grade 7/2 at Wat Phromsakhon School, Sing Buri Province, in the first semester of the 2025 academic year, selected through cluster random sampling using classrooms as the sampling units. The research instruments included 16 lesson plans based on active learning combined with game-based learning, a learning achievement test, a satisfaction questionnaire, and an attitude and moral development assessment form. Data were analyzed using mean, standard deviation, and t-test statistics. The findings revealed that:

            1) students’ post-learning achievement scores were significantly higher than their pre-learning scores at the .05 level, 2) students’ satisfaction toward the learning activities was at the highest level, and 3) their attitudes and moral development after the learning process were also at the highest level. The results indicated that active learning combined with game-based learning effectively enhanced students’ academic achievement, motivation, and moral development. Therefore, this learning approach is suitable for use in Buddhist Studies and Social Studies subjects at the secondary school level.