The Development of an Experiential Learning Model Using Project-Based Learning Integrated with Story-Based Learning to Enhance Executive Function (EF) Skills in the Basic and Practical Skills Domain of Kindergarten Year 2 Children

Abstract

The purposes of this research were: 1) to investigate problems and needs in organizing learning experiences, 2) to develop an experiential learning model, 3) to implement the experiential learning model, and 4) to study children’s satisfaction with the experiential learning model using project-based learning integrated with story-based learning. The sample consisted of 24 kindergarten year 2/2 students at Municipal School 1 (Ban Phoklang), Phibun Mangsahan Municipality, Ubon Ratchathani Province, during the second semester of the 2024 academic year. The participants were selected using cluster random sampling from three classes that had similar characteristics. The research instruments included a document analysis form, interview form, questionnaire, the experiential learning model using project-based learning, a model implementation manual, experiential learning plans, an assessment form for Executive Function (EF) skills in the basic and practical skills domain, and a satisfaction questionnaire. Data were analyzed using content analysis and descriptive statistics, including mean, percentage, standard deviation, and t-test.

The results revealed that:

1) The investigation of problems and needs in organizing learning experiences indicated that children lacked discipline in social living, participation in group activities, the ability to perform daily routines independently, and concentration in assigned tasks. They also lacked systematic hands-on practice and had insufficient fine motor skills. Some children tended to be self-centered, were unwilling to listen to others, and lacked carefulness and cognitive flexibility. In addition, teachers lacked appropriate instructional techniques and learning materials.  Therefore, learning activities should encourage positive interaction with peers, confidence in thinking and decision- making, self-expression, systematic thinking and practice, reasoning in seeking answers, and the development of fine motor skills

2) The development of the experiential learning model showed that the model consisted of five components: 2.1) principles of the model, 2.2) characteristics of experiential learning management, 2.3) objectives of the model, 2.4) the learning process based on the Bag Do Model consisting of five steps basic knowledge provision, stimulation of interest, group organization, implementation, and presentation and 2.5) experts’ evaluation of the experiential learning model indicated that the model was overall appropriate at a high level. (= 4.34, S.D.=0.53).

3) The implementation of the experiential learning model revealed that children who participated in the learning activities had significantly higher scores in Executive Function (EF) skills in the basic and practical skills domain after the implementation than before at the .05 level of statistical significance.
 
4) The results of children’s satisfaction toward the experiential learning model showed that their overall satisfaction was at a high level (=2.76, S.D.=0.43). The findings indicate that the experiential learning model using project-based learning integrated with story-based learning can effectively enhance Executive Function (EF) skills in the basic and practical skills domain among early childhood children and can be appropriately applied to learning management in early childhood education.